1. Vocational qualifications 16-19
Naomi Nicholson, Director of Strategic Relationships, Ofqual
UVAC Conference, 26 November 2015

2. Topics Ofqual’s role How we regulate vocational qualifications
Our rules and our focus on validity
Regulated Qualifications Framework
Improving information about qualifications
Vocational qualifications at 16-19
What’s changing
L3 VQs
A levels
Future and challenges

3. Ofqual
We are the regulator of qualifications in England (except degrees) and vocational qualifications in Northern Ireland
Recognise c165 awarding organisations to offer regulated qualifications
21,000+ regulated qualifications on our register, c.13,000 in regular use
We look at assessment and qualifications
Not curriculum, funding or performance tables
Not quality of teaching
“We regulate so that qualifications are sufficiently valid and trusted”

4. What makes a qualification sufficiently valid?
Should assess effectively the skills and knowledge taught in the qualification
Should enable results to be trusted as a measure of what a person can do
Purpose and content should meet the needs of end users
Should be kept under regular review
Whole lifecycle is important
High quality skills standards set out by industry and ongoing review critical
“Validity is the degree to which an assessment procedure measures what needs to be measured”

5. Withdrawal of the QCF
Removed the Qualifications and Credit Framework (QCF) rules 1 October 2015, following review and consultation last year
Rules were too inflexible, sometimes got in the way of the most appropriate qualification and assessment design
Unitised ‘building block’ approach did not guarantee quality of the overall qualification when pieced together
No forced changes to qualifications and no new design rules
Not asking awarding organisations to change all of their existing qualifications
Still have to comply with all our Conditions
Expect awarding organisations to be able to explain to us how they are checking for validity

6. Regulated Qualifications Framework
Describes regulated qualifications by size and level
uses familiar existing levels
introduces Total Qualification Time
provides consistency
Applies to all qualifications we regulate: academic, vocational and others
Still references across to FHEQ and EQF
Downloadable ‘postcard’ available at:

7. Level descriptors - examples
Knowledge descriptor
Skills descriptor
Level 2
Has knowledge and understanding of facts, procedures and ideas in an area of study or field of work to complete well-defined tasks and address straightforward problems.
Can interpret relevant information and ideas.
Is aware of a range of information that is relevant to the area of study or work.
Select and use relevant cognitive and practical skills to complete well-defined, generally routine tasks and address straightforward problems.
Identify, gather and use relevant information to inform actions.
Identify how effective actions have been.
Level 3
Has factual, procedural and theoretical knowledge and understanding of a subject or field of work to complete tasks and address problems that while well-defined, may be complex and non-routine.
Can interpret and evaluate relevant information and ideas.
Is aware of the nature of the area of study or work.
Is aware of different perspectives or approaches within the area of study or work.
Identify, select and use appropriate cognitive and practical skills, methods and procedures to address problems that while well-defined, may be complex and non-routine.
Use appropriate investigation to inform actions.
Review how effective methods and actions have been.

8. Improving information about qualifications
CURRENT VERSION

9. Improving information about qualifications
CURRENT VERSION

10. 14-19 vocational qualifications - changes
Alison Wolf’s review of vocational education, 2011
School and college accountability systems incentivised use of qualifications which were not in students’ or employers best interests (e.g. lower level than student’s capability)
Government response:
Accountability systems remain, but new measures brought in by DfE that incentivise certain selected qualifications and disincentivise those not included.
Selected qualifications to support a focus on entry to HE or employment
Criteria for qualifications in four categories or ‘types’

11. Four DfE categories for ‘non GQs’ in performance tables:
Applied Generals
Taken 16-19, alongside/ instead of A levels
Min 150 GLH
HEI letters of support
Tech Levels
Taken 16-19, alongside/ instead of A levels
Min 300 GLH
Employer letters of support
Level 3
Technical Awards
Taken 14-16, alongside GCSE
L1, L1/2 or L2
Min 120 GLH
Broad – NO occupational focus
Technical Certificates
Taken 16-19
Level 2: occupational focus
Min 150 GLH
Employer letters of support
Level 1-2
Further from labour market?
Closer to labour market?

12. Five most popular in L3 categories…
Applied Generals
Tech Levels
Title
Cert no.s
Pearson BTEC Level 3 Extended Diploma in Health and Social Care
12,670
Pearson BTEC Level 3 Extended Diploma in Art and Design
11,160
Pearson BTEC Level 3 Subsidiary Diploma in Business
11,860
Pearson BTEC Level 3 Extended Diploma in IT
9,760
Pearson BTEC Level 3 Extended Diploma in Sport
City & Guilds Level 3 Diploma in Health & Social Care (Adults) for England
8,660
Pearson BTEC Level 3 Subsidiary Diploma in IT
11,530
AAT Level 3 Diploma In Accounting
8,010
Pearson BTEC Level 3 Subsidiary Diploma in Sport
10,820
Pearson BTEC Level 3 Extended Diploma in Creative Media Production
7,350
Data from academic year 2013/14. Includes certifications taken by all learners, not just at Figures rounded to nearest ten. All above qualifications in QCF.

13. Features of most popular AG and TL
Type
Applied General
Tech Level
Qualification title
Pearson BTEC Level 3 Extended Diploma in Health and Social Care
Pearson BTEC Level 3 Extended Diploma in Art and Design
Enrolments 2013/14
12,670
11,160
Size
1080 GLH
Assessment methods
Aural Examination, Coursework, Oral Examination, Portfolio of Evidence, Practical Demonstration/Assignment, Task-based Controlled Assessment
Aural Examination, Coursework, E-assessment, Multiple Choice Examination, Oral Examination, Portfolio of Evidence, Practical Demonstration/Assignment, Practical Examination, Task-based Controlled Assessment, Written Examination
Structure
Four different pathways can be taken.  Each pathway has between 45% and 72% mandatory content, the remainder can be selected from 100+ different units.
Eight different pathways can be taken.  Each pathway has 28% mandatory content, the remainder can be selected from 100+ different units.
Grading scale
P/M/D/D*
Examples of skills that are assessed in one mandatory unit from each qual:
Explain potential hazards and the harm that may arise from each in a health or social care setting
Outline how legislation, policies and procedures relating to health, safety and security influence health and social care settings
Carry out a risk assessment in a health or social care setting
Explain possible priorities and responses when dealing with two particular incidents or emergencies in a health or social care setting
Identify primary and secondary sources for recording
Record visually
Discuss visual recording in others’ work
Review own visual recording
Develop visual recording to produce effective outcomes

14. More changes planned:
Changes planned for AG and TL first teach 2016 (for certification 2018 / 2018 performance tables):
Minimum mandatory content
60% for Applied General
40% for Tech Level
External assessment requirement
40% for Applied General
30% for Tech Level
Synoptic assessment
Required for both AG and TL – no specific percentage set
Potential impact of these changes…
Numbers taken?
Teacher / learner choice?
Performance / outcomes?

15. Increasing uptake
(TL and AG data taken from Ofqual’s Vocational Qualification dataset)

16. A levels – key changes When?
New A and AS levels being taught from Sept 2015
incl. English, sciences, -ologies, art, business
Wide range of additional subjects to be reformed from 2016 and 2017
What? Key features…
Mainly exam-based
All linear – assessments at the end
AS decoupled from A levels – but most exam boards designing for co-teaching
Reviewed and updated content – greater input from HEIs
Retaining current grading structure (A*-E)

17. 16-19 vocational education and assessment: some points to note
Variety and flexibility
Government does not set curriculum requirements for vocational education 14-19
Government does not mandate or support employer-led system for defining skills standards that should be assessed in specific sector subject areas
No detailed regulatory requirements for qualification ‘types’
Wide range of approaches
‘Routes’ work
DfE has recently announced a plan to reform technical and professional education, with a focus on 16-19
Aim for up to 20 sector-based routes to be established, leading to further study or employment
Content of each route to be defined with employer input
Early stages – steering group recently announced

18. Some challenges…
Curriculum and skills standards for vocational education – who should define?
Role of employers/industry vs role of Government vs role of awarding bodies?
What does vocational / professional and technical mean?
Purpose and use, including at = many and varied…
University – ‘academic’ subjects
University – ‘vocational’ subjects
Further vocational education
Apprenticeships
Employment – unrelated (generic skills)
Employment – specific occupational entry
Perhaps no practical use: personal enjoyment!

19. For discussion…
Do you feel that you understand enough what vocational qualifications mean for your purposes?
Do you know where to go to get information about them?
If you value vocational qualifications, what are your reasons?
the specific skills they recognise (which may be relevant to particular degree-level vocational/professional courses)
the general skills they help to develop, or
the opportunities they provide for people who otherwise may not be able to get to university, or
something else?
Have you / would you consider working alongside employers and an awarding body to define skills standards that meet employers and HE needs?

20. Find out more… Regulated Qualifications Framework:
&
Speeches:
regulatory-strategy
Register of Regulated Qualifications:
Current: Prototype:
A level reform:
as-and-a-level-reform
Department for Education – qualification types:
&