Linking London City Guilds update Geoff Holden November

Linking London: City & Guilds -update Geoff Holden November 2012

We believe in three clear principles for education • Any young person’s programme of study, whether ‘academic’ or vocational’, should provide for personal, career and educational progress on a wide front • We believe people need accurate and useful information on careers and eductaional options, so that they can make decisions accordingly. 14 -19 education is funded and provided for their sakes, not for the sake of the institutions • We have had over 20 years of micro-management and mounting bureaucratic costs and it is time this changed

A lot going on… KS 4 Reforms • English Baccalaureate Certificates to replace GCSEs • 5 Year franchises • End test external asessment • ‘Rigour’ • Revised performance tables A level reforms • End of modular approach • Reduced resits- end of January assessment • Increasing synoptic assessment, decreasing internal assessment • Greater HE involvement in curriculum development Diplomas out - Principal Learning in • City & Guilds new PL in Engineering, Construction & Hair & Beauty • R Acd Eng redevelopment into 4 new qualfications- available from 2014 Df. E/BIS • Consultation to identify the highest value vocational qualifications for 16 to 18 year olds

Bacc to the future? International Baccalaureate • Popular with private sector now increasing in maintained schools…inspiration for Ebacc? • Central to it is extended essay – an independent, self-directed • Newest option is IB Career-related certificate…aims include to develop a broad range of career-related competencies and prepare for effective participation in an ever-changing world of work Welsh Baccalaureate • Aims to gives broader experiences than traditional learning programmes, developing transferable skills useful for higher education and employment. English Baccalaureate • Mr Gove’s flagship–a performance measure? perhaps a curriculum plan • Awarded to pupils who score at least a C grade at GCSE in English, maths, science, a foreign language and history or geography • Research suggest teachers do not enter weak students for the qualification • Criticism for excluding arts, RS and DT A Bacc ? ? Tech Bacc™

Delivery landscape From • Local authority comprehensives • Grammar schools To • University Technical Colleges -24 approved so far • Studio schools- 12 approved so far • Academies -2546 so far (majority secondary) chains emerging • Free schools-112 approved • FE from age 14

City & Guilds is fully committed to • retaining and growing its 14 -19 market in schools and colleges • supporting the emerging University Technical Colleges (UTCs), Studio Schools and Technical Academies • re-developing and retaining Principal Learning in selected areas to support those markets • expanding our Higher Level provision • developing Apprenticeship frameworks • L 3 Social Media and Digital Marketing Apprenticeship framework –developed with Microsoft and CIW (Certified Internet Web Professional)

Apprenticeships Holt Review • raise awareness of the benefits of apprenticeships; empower • SMEs to get the best from their training providers • simplify the ownership of, and responsibility for, the apprenticeships programme and remove any barriers. Richard Review • ‘By Christmas’ • Longer term changes • Greater employer involvement and ownership Traineeships combining a rigorous core of work preparation, work experience, Maths, and english, with a great deal of flexibility around everything else FE Guild • Association of Colleges and the Association of Employment and Learning Providers had won approval to “take forward” proposals • a single body to set professional standards and codes of behaviour as well as develop qualifications • Implementation August 2013 -LSIS future in doubt?

External developments 300, 000 UNSUCCESSFUL HE APPLICATIONS IN 2011 C • TUITION FEES • APPRENTICESHIPS – increased focus on ‘higher level apprenticeships’ • LABOUR MARKET CHANGES: - 100% increase in those with ‘higher level skills’ between 2007 & 2017 - School leaver programmes, e. g. Proctor & Gamble, KPMG, etc. 16. 6% INCREASE IN APPRENTICESHIP STARTS LAST YEAR £ 425 M PUBLIC FUNDING SUPPORTS HE LEARNERS IN FE

APPRENTICESHIPS Danny Alexander MP, Chief Secretary to the Treasury Government recognises their value and is investing £ 1. 4 bn in Apprenticeships, which saw over 420, 000 starts in 2010/2011 City & Guilds is committed to help drive growth in Apprenticeships We are trusted by more employers and centres with 40% of apprentices working towards a City & Guilds Apprenticeship Our brand employer recognition helps you to sell to employers and meet your targets is raising awareness of Apprenticeships and it is our commitment to support you, learners and employers by ensuring ONE MILLION people start an apprenticeship by the summer of 2013

HLA Developments • City & Guilds and Higher Level Apprenticeships • Desire to work closely with employers • Co-creation with those delivering • Progression for learners • Good alternative to an academic pathway • Adds to our offer in key areas • Links to ILM and its membership

The City & Guilds offer Design Principles 1 2 3 Coherent and consistent qualification titles across sectors Use of common units, where appropriate Use of consistent unit sizes: 10 / 15 / 20 credits 4 5 Graded assessment Level 5 Work based project linked to apprenticeship package 6 Consistent publication offer across suite of HLAs

The City & Guilds offer We are working on Higher Level Apprenticeships in a number of areas. Those launching between November 2012 and March 2013 are likely to include: Qualification Target Launch Date 9779 -04 IT, Software, Web and Telecoms Professionals Higher Apprenticeship (Level 4) - England Live 9849 -40 Leadership in Adult Social Care Higher Apprenticeship (Level 5) – England Dec 12 9097 -44 Business and Administration Higher Apprenticeship (Business and Professional Administration) (Level 4) – England Live 8789 -01 ILM Level 5 Higher Apprenticeship in Management Live 9865 -64 Hospitality and Catering Higher Apprenticeship (Hospitality Management) (Level 4) - England Live 9672 -41: Advanced Manufacturing Higher Apprenticeship (Mechanical Manufacturing Engineering) (Level 4) – England Dec 12 9672 -42: Level 4 Advanced Manufacturing Higher Apprenticeship (Electrical and Electronic Engineering) (Level 4) – England Jan 13 Level 4 Engineering (Aerospace) Feb 13 Level 4 Building Services Engineering Apr 13 Level 4 Assistant Practitioners Apr 13 Page 12

Timescales For What Is Still To Come Level 4 Aeronautical Engineering (within the 9672 Apprenticeship package) • Qualification still at early stages – opportunity for consultant involvement • Consultation on units and assessment – January/February 2013 • Operational go-live – March/April 2013 Level 4 Building Services Engineering • Qualification being researched and scoped • Opportunity for consultant and centre involvement to shape what is required • Possible go live – April 2013 Level 4 Assistant Practitioners • Qualification being researched and scoped with the SSC • Opportunity for consultant and centre involvement, particularly with Assessment • Possible go live – April 2013 ILM Level 4 Management • NVQ agreed with the SSC • ILM scoping the VRQ, planned for launch during 2013

Assessment Methodology • Units assessed by assignments which allow for flexibility • Exemplar assignments provided for mandatory units (some exceptions eg Engineering and IT have units which are assessed by internally marked short answer question papers) • Exemplar assignments are complete examples which may be used as they are or tailored/adapted to suit local needs • Optional units are assessed by centre devised assignments

Funding environment 16 -19 • New study programmes- 540 glh • Per capita not per qualification – national rate £ 3, 900 • ‘Shadow’ budgets in place now 19 -24 • L 2/L 3 entitlement may change • Apprenticeship focus • Co-funding • English & maths 24+ • ‘Advanced learner loans’ L 3+ • Run by SLC • Same pay back terms as HE –only when pay exceed £ 21 k • Predicted decline in enrolements of 20 -30%

Changes at the top Liz Truss -Df. E • Assessment, qualifications, and curriculum reform • Reducing bureaucracy • Standards and Testing Agency • Ofqual Matthew Hancock BIS/Df. E • Apprenticeships • FE and 16 -19 • Careers • Further education, adult skills, Skills Funding Agency, skills strategy, lifelong learning, informal adult learning, apprenticeships, UKCES, sector skills councils, workplace training reforms, qualifications reform programme, Enterprise and Regulatory Reform Bill Df. E reform • 1, 000 jobs and 6 regional offices to go by 2015

How can vocational education provide progress to higher learning and employment? • crucial to improving England’s educational performance • contributes towards our economic growth • improves social mobilityand inspires ambition in young people Awarding bodies Schools and colleges Learners Employers ‘Young people should enter adulthood with the confidence, ability and desire to make their world a better place. The route to achieving this is the curriculum – everything they learn at school, college and beyond. ’

City & Guilds-English & Maths DEMAND FOR ‘REAL LIFE’ SKILLS § Employers want learners to have the right skills needed to do the job and do not have time to teach staff basic Maths and English – it is an expectation § Need qualifications enabling progression to GCSE A*- C or Level 2 Functional Skills § Centres under increasing pressure to increase learner progression into employment, so importance of workplace skills is crucial § Young people want applicable, real life skills – they want to be able to work out their finances and to communicate clearly to those around them. § 54% of 16 -18 year olds commented unprompted that Maths should be more geared towards real life scenarios, according to City & Guilds “Ways in to Work” Report 2012.

City & Guilds-Enabling qualifications ENGLISH SKILLS AND MATHEMATICS SKILLS (3845) 1. A new suite of unitised English and Mathematics qualifications at 5 levels 2. A bank of 100 units from which to build qualifications that meet specific skills needs 3. A range of qualification sizes to meet the needs of learners Ø Award Ø “Themed” Award focussing on a specific skill area e. g Reading, Handling Data Ø Certificate 4. Currently being piloted while awaiting Ofqual approval 5. Funded under Sf. A ‘innovation code’

City & Guilds-Enabling qualifications WORKING ENGLISH AND WORKING MATHEMATICS (3844) 1. Two new qualifications in English and Mathematics developed at Entry 3 to Level 2 (Level 3 under consideration) 2. Summative, on-screen assessments with instant results – building on recently developed e-assessment technology 3. Qualifications assess some of the essentials of English and Mathematics e. g. spelling, punctuation, mental maths 4. Currently with Ofqual

Employability and Personal Development • Our main qualification suite (7546) originally launched in 2008, but with more levels and a wider choice of units (now over 330 in total) subsequently added. • Covers Entry 2 to Level 2 (Level 3 via the Employment and Personal Learning at Work suite – 7591) • Suite completely overhauled in early 2012 to introduce greater flexibility • ‘Themed’ pathways – eg Preparing for Employment, Community Involvement, Enterprise). • Can be used in a wide range of contexts – eg across all of their 16 -18 provision and KS 4, as well as part of our ‘Work Ready’ offer to the unemployed. • Complements other products such as the new Professional Recognition Awards and Graduate Skills.

Looking forward • flexible, modular approach to courses • allowing individuals to tailor their study around personal circumstances • experience of work as an integral part of the course • working with businesses to design courses that meet their needs • more employer involvement and community engagement leads to more innovation • collaborative ventures to secure progression and share risk Key principles: • • • distance/on line learning integrate up to date technology into programme flexible about mode of attendance

Learning of the future needs Much more than qualifications Curriculum philosophy Integrated with technology ‘Seamless progression’

The Digital World