South East 14+ Education Regional Partners’ Group Edexcel Learning, 80 The Strand, London 6 March 2012

The Wolf Review and Beyond Nick Lawrence Vocational Qualifications and Financial Support

Background to the Wolf Review Sept Wolf Review launched 3 March Report & recommendations submitted to Secretary of State 12 May Government accepts all recommendations  improving overall educational performance;  contributing towards economic growth;  improving social mobility;  inspiring ambition in young people. High quality vocational education plays a crucial role in: ► KEY QUESTION: How can we improve vocational education for year olds? 2012

Why the need for change?  “Alongside the many young people for whom vocational education offers a successful pathway into employment or higher education, there are hundreds of thousands for whom it does not”  “The staple offer for between a quarter and a third of the post-16 cohort is a diet of low-level vocational qualifications, most of which have no labour market value”  “English and maths GCSE at grades A* to C are fundamental to young people’s employment and education prospects”… “yet less than 50% of students have both at the end of Key Stage 4; and at age 18 the figure is still below 50%”  “Many of our 16 and 17 year olds move in and out of education and short-term employment… in an attempt to find either a course which offers a real chance to progress, or a permanent job, and are finding neither” Underlying these problems is an attitude that vocational education is a second choice, easy option for the less able.

Proposed Principles for reform Above all, the system needs to promote progression, it needs to be simplified, and the perverse incentives which have devalued vocational education need to be removed.  not specialise too early (maximum 20% of time spent on vocational study pre-16) ensuring all future progression routes remain open.  study and achieve in English and Maths, ideally to GCSE A*-C.  receive ‘truthful’ information, enabling informed course choices. Young people should:

27 Recommendations Apprenticeships Ofqual & Qualifications Design Work Experience Enrolling Students in college pre-16 Vocational teaching in schools Performance indicators & published information Funding Lower attaining pupils Curriculum VQs across a range of themes

Implementation  We have already: –reformed equivalences and published the list of qualifications that will be counted in school performance tables from 2014 –published a work experience ‘myth busting’ guide –announced projects testing post-16 work experience models in 25 colleges –announced a number of changes to the Apprenticeships programme including an employer led review, 40,000 incentive places for small businesses, and measures to reduce burdens imposed on employers. –Consulted on study programmes for year olds (closed 4th January 2012); a new funding formula (closed 4th January 2012); removing the statutory duty for schools to provide a standard amount of ‘work related learning’ at Key Stage 4(closed 4th January 2012); allowing qualified teachers from further education to become permanent teachers in schools (closed 16 December 2011) –Further information is available at

KS4 Performance Tables Reforms  We want to reform performance tables, to remove the perverse incentives that devalue vocational education.  From 2014, all non-GCSE/iGCSE qualifications will have to demonstrate a tough set of characteristics to count in the performance tables  Only 3.9% of current qualifications demonstrate these characteristics  Schools will remain free to offer any other qualification accredited and approved for study by 14- to 16-year-olds.  We are also reforming equivalences, from 2014, one will count for ‘one’ in the tables.  A maximum of two qualifications per pupil that are not GCSEs, established iGCSEs or AS levels will count Currently: 2014: Number of qualifications that will count in the school performance tables:

16-19 Study Programmes Reforms  ‘coherent, well thought out study programmes’ governed by a set of principles relating to content, structure, assessment and contact time: –not wholly occupational –include at least one qualification of substantial size (> 300 hrs/year) which offers progression into education or employment; –includes high quality work experience or internships (where appropriate) and non- qualification activity, for example tutorial time, study skills and other enrichment activities; –includes GCSE A*-C in English and/or maths or qualifications that lead towards this, for students who have not already achieved this. 23.2% 19.2% 2010: 2011:. Proportion of non- GCSE/A level qualifications : But too many pupils take low level qualifications with no progression value

Next Steps  March 2012: –Publication of updated list of qualifications that will count in the 2014 KS4 performance tables (to include any newly accredited qualifications that demonstrate the characteristics)  Spring 2012: –Publication of study programmes consultation response –Publication of funding formula consultation response –Launch consultation on recommendations 24 and 27 –Subject to Ministerial decision, and the will of Parliament, regulations allowing qualified FE teachers to teach in schools come into force on 1 st April.  September 2012: –Subject to consultation findings, Ministerial decision, and the will of Parliament, removal of the statutory duty for ‘work related learning’ at KS4. –First teaching of vocational qualifications on the approved KS4 performance tables list.

Wider Reforms: RPA  Building Engagement, Building Futures was published in December 2011  The proposed strategy brings together policy across government to increase the participation of year olds in education, training and work: -Raising attainment by the age of 16 to prepare for participation; -Reaching full participation at age 16-17; -Increasing skills and employment for year olds; -Introducing additional support through the Youth Contract. ►The Wolf Report’s reforms to vocational education are a key part of RPA strategy.

Wider Reforms: Financial Support for Learners  Bursary Fund –£180m each year –£1,200 for the most vulnerable young people –Discretionary fund to meet the needs of young people facing the greatest financial barriers to participation  Care to Learn –Support for childcare costs and associated travel so that young parents can attend education or training –Maximum amount is £175 a week in London, £160 a week elsewhere  Residential Support Scheme and Residential Bursary Fund –Support for accommodation and travel costs for spec –Covers specialist provision or provision that is not available locally  Dance and Drama Awards (DaDA) –Provides support for the most talented students to compete to study at high quality private performing arts schools in England.

Any Questions?

South East 14+ Education Regional Partners’ Group Edexcel Learning, 80 The Strand, London 6 March 2012