Next Steps and Action Points Learning Country – Learning Pathways Next Steps and Action Points John Williams Leader, 14-19 Project Team

The process: DfTE sets up project team under auspices of the Youth Policy Team Project team tries to include all stakeholders Strong young people representation Series of meetings and “awaydays” Links with other home countries Links with other NAfW policies and priorities Project team reports to internal working group and external reference group

The achievement landscape 52% with intermediate qualifications by 16; 63% by 19; 73% by 25 85% with foundation qualifications by 16 30% with advanced qualifications by 19, 37% by 25 12% 16-19 year olds outside education, training, employment 24/28% 16-19 year olds outside education and training Employers talk about Low levels of literacy, numeracy and other basic skills Low levels of personal and interpersonal skills

What do the young people say? Appreciative of what people are trying to do for them often under difficult circumstances Not enough recognition of preferred learning styles A hierarchy of knowledge and experiences Lessons do not teach you all you need to know – the importance of other skills/knowledge should be recognised Respect for qualifications, though not always understanding of their relevance or practical application A need to be known, and recognised, as an individual Parents viewed as loving and supportive, but not always good advisors or guides

What do the young people say? – continued A perceived entitlement to be involved in decision making where those decisions affect them (eg advisors) Family (and peer) pressure to earn/have money Gender still a big factor in choice of jobs and training Guidance and information services viewed by some as ineffective, marginal or mistimed Employer-led training (and other non-formal learning routes) helps with motivation, but not with learning problems or difficulties Employers etc sometimes not interested in training Too many young people are too realistic

The proposals in brief A national target : 95% of young people ready for high skill employment (an intermediate qualification with a strong work-related element) or ready for higher education (an advanced qualification) All learning pathways to include a knowledge base (with a small core) application of that knowledge base the development of employability and life skills in an appropriate context 14-19 learning delivered by a range of providers The package to be badged and accredited as the Welsh Bac, available from 14 at foundation, intermediate and advanced level CQFW operative from 14 Access to personal advice and guidance – the learning coach and beyond Both 14 and 19 inadequate as start and finish dates

Why the real experience matrix? The learning to learn agenda Promoting lifelong learning Promoting enterprise and initiative Allowance for preferred learning styles Promoting learning outside the formal environment Re-connecting learning with the community

Some issues from the consultation 14 and 19 so inadequate as cut off points Entry level pathways need to be added Need to promote the new opportunities Commitment to higher level of funding KS3 should be more like the primary school experience New key stage covering years 6 and 7 An accredited (through the CQFW?) taster period (or even year) at the end of KS3 Community and voluntary experiences in KS3 Role of teachers will change; more people will provide the learning

Some issues from the consultation – continued Long term overarching steering group needs to be established together with specialist steering groups Need to dovetail with other initiatives Young people must be heavily involved Need to change the pattern of school day/term/year Need to change nature of school Key skills should be promoted, but at moment unsatisfactory Training for teachers – learning methods and styles; multiple intelligences; essential skills Need to learn from other countries Need to develop foundation Welsh Bac Need to get HE on board

Some issues from the consultation – continued ACCAC needs to carry out 14-16 review including top-up modules Voluntary activities should remain voluntary Vocational option – desirable rather than compulsory?; a question of winning hearts and minds; vocational should = practical/applied; practical/applied should be in all courses Will compulsory vocational option demotivate some? Need to ensure meaty sized chunks of learning if CQFW applicable from 14; if small step learning, needs to be within coherent learning programme If emphasis on skill development, need to develop skill continuums Bring part-time jobs into the equation

Some issues from the consultation – continued Route names: Intermediate Modern Apprenticeship Advanced Modern Apprenticeship Advanced Specialist Pathway/Baccalaureate Advanced General Pathway/Baccalaureate Work needs to be done with HE Seems to be some support for 14-16 core of communication, number, (applied) science (with links to d+t), ICT Existing 14-16 curriculum good at preparing pupils for post-16 education, not so good as preparation for training or employment Assessment too burdensome; should investigate alternatives/ more assessment points KS4 Welsh a burden in eastern counties

Some of the issues needing further work What constitutes an acceptable learning pathway? Who owns it? Who provides the support? How do we mesh together minimum requirements and maximum expectations? Who establishes and sustains the learning network? How much will it cost? Where will the extra money come from? What incentives do learners need? What incentives do providers need? What about rural Wales? What about Welsh-speaking youngsters? What about disabled young people?

Some of the issues needing further work – continued Does the NAfW have enough power to make a difference? Does England matter? Why? What are the capacity and quality issues? How will this change the nature of schools and colleges? How will this change the nature of teachers and teaching? What training will be required? What best promotes partnership working? Where are the best examples of best practice? How do we accredit non-formal learning? How do we give it value? How do we now measure institutional performance?