The past, present and future of skills?

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Presentation transcript:

The past, present and future of skills? David Horsburgh and Linda Glover

Refocusing convergence . QCA has refocused and subsumed the work originally planned for the Convergence Project (the convergence of basic and key skills qualifications into one set of qualifications) to progress the development of Functional Skills

Functional Skills: Development informed by recommendations coming from the post-14 Maths Inquiry as well as English 21 Will be a set of qualifications in their own right, but will also underpin and support other qualifications such as GCSEs

QCA’s first tasks Define what Functional Skills are in more detail, and to establish the content of learning covered for each subject. Establish a set of standards (content of knowledge and skills to be learnt). Consult widely on this content, to ensure that it is suitable, from October to December 2005. A first draft of standards will be produced by the end of this process, starting with levels 1 and 2 in each of the three subjects

Skills White Paper 5.10. We will work with employers and universities, as well as teachers and lecturers and subject specialists to describe clearly what is to be understood as functional skill and make sure that this definition is applied in all qualifications, covering all ages. The KS4 curriculum, the Key Skills qualifications and the Skills for Life standards and qualifications provide a good starting point.

GETTING ON IN BUSINESS, GETTING ON AT WORK White Paper 120. As the QCA’s proposed new Framework for Achievement is progressively rolled out, these units will also form part of that Framework, available to be integrated within wider training programmes. The work of SSCs in designing sector-based training programmes representing occupational competence in each sector should integrate those units. In these ways we can ensure that, over time, literacy, language and numeracy skills to Level 2 become more widely embedded in training for adults.  

QCA’s remit Asks that Functional Skills be developed in ways that will ensure that young people and adults can engage purposefully as citizens and in employment

Scope Once agreement has been reached about the standards at Entry level and levels 1 and 2, further work will be done on levels 3 and 4. As this work is based on an original project covering all six key skills areas, and all levels, eventually the products will include Functional Skills covering working with others, improving own learning and performance and problem solving at all levels as well as Maths, English and ICT.

Ways forward QCA will work in partnership Further stages approaches to assessment approaches to packaging

KSSP Research 2004 Colleges recognise the benefits of supporting skills development ‘seamlessly’ through literacy and numeracy to key skills – and in the context of main programmes Colleges have issues when translating policy into practice Colleges are responding to the SfL agenda and this is reflected in organisational structures All colleges recognise the need for extensive CPD Colleges are creating new titles, roles and posts to facilitate the continuum of skills development

Models of delivery Integrated delivery Embedding of skills Embedding of staff Team teaching Central servicing – devolved responsibility with support Discrete delivery

Practical strategies to facilitate integration of skills development Re-branding The key skills advisor Link personnel Key skills tracker A Programme Manager for embedding cross college

Latest Findings Whole organisational approach - where the strategic and operational management of skills issues is interactive and interdependent Lots of opportunities for embedding but this will depend on willingness of vocational staff to teach the skills

Latest Findings Support needed for lesson observation, staff coaching and mentoring Guidance required on sustainable models of funding for small groups of learners Clarification of funding and targets needed in light of new models

A Task Current Strengths Current Weaknesses Required Developments

Key Skills - still significant?