Khalid KhanKhalid Khan

IntroductionIntroduction

Reasons for ReformReasons for Reform Reform aimsReform aims Key ChangesKey Changes Positive ImplicationsPositive Implications Negative ImplicationsNegative Implications ConclusionConclusion ReferencesReferences Questions And AnswersQuestions And Answers

Reasons For ReformReasons For Reform Technological and Global economic Technological and Global economic

changeschanges

Education needs to be relevant to business Education needs to be relevant to business and industry needsand industry needs

Encourage students to be more creative Encourage students to be more creative and innovative in Engineering , Science, and innovative in Engineering , Science, Technology and mathematicsTechnology and mathematics

17% of 18 year olds are NEET (Not in 17% of 18 year olds are NEET (Not in Education, Employment or Training)Education, Employment or Training)

To allow students greater choice of career To allow students greater choice of career paths and help reach learners full potentialpaths and help reach learners full potential

Reform aimsReform aims

To ensure that all young people participate To ensure that all young people participate until at least their 18th birthday – in until at least their 18th birthday – in education and training that stretches and education and training that stretches and challenges them to achieve their potential challenges them to achieve their potential and go on to further or higher education or and go on to further or higher education or skilled employmentskilled employment

To give young people the knowledge and To give young people the knowledge and skills that employers and the economy skills that employers and the economy need to prosper in the 21st centuryneed to prosper in the 21st century

Reform aimsReform aims

To close the achievement gap so that all To close the achievement gap so that all have an equal opportunity to succeed, have an equal opportunity to succeed, irrespective of gender, race, disability or irrespective of gender, race, disability or background“background“

DCSFDCSF

By 2020 for 90% of young people to By 2020 for 90% of young people to achieve Level 2 (5 A* to C GCSEs achieve Level 2 (5 A* to C GCSEs equivalent) by the age of 19,and 75% to equivalent) by the age of 19,and 75% to achieve level 3 qualifications.achieve level 3 qualifications.

Key ChangesKey Changes Increase school leaving ageIncrease school leaving age

2013 – 17 year old2013 – 17 year old2015 – 18 year old2015 – 18 year old

Diplomas- (17 subjects)Diplomas- (17 subjects) 3 Levels, (Foundation, Higher, 3 Levels, (Foundation, Higher,

Advanced)Advanced)

Expanding Apprenticeship OpportunitiesExpanding Apprenticeship Opportunities

New Functional skills Qualification in Eng, Maths, New Functional skills Qualification in Eng, Maths, ICT and Personal learning and thinking skills ICT and Personal learning and thinking skills (PLTS)(PLTS)

Foundation Tier LearningFoundation Tier Learning

Amendment of GCSE’s and A LevelsAmendment of GCSE’s and A Levels

GCSE’s and A LevelsGCSE’s and A Levels

Updated and Updated and improved subject improved subject ContentContent

Controlled Controlled Assessments Assessments replace replace courseworkcoursework

A Levels stretching A Levels stretching and challengingand challenging

New A* Grade to New A* Grade to recognise high recognise high achieversachievers

Introducing the Introducing the Extended ProjectExtended Project

Foundation = 5 GCSE’s grades D-GFoundation = 5 GCSE’s grades D-G

Higher = 7 GCSE’s grades A*-CHigher = 7 GCSE’s grades A*-C

Advanced = 3 and a half A levelsAdvanced = 3 and a half A levels

DiplomaDiploma

Diploma subjectsDiploma subjects

Business, Administration and Finance Business, Administration and Finance Construction and the Built EnvironmentConstruction and the Built Environment Creative and MediaCreative and Media EngineeringEngineering Environmental and Land-based StudiesEnvironmental and Land-based Studies Hair and Beauty StudiesHair and Beauty Studies HospitalityHospitality Information TechnologyInformation Technology Manufacturing and Product DesignManufacturing and Product Design Public ServicesPublic Services Retail Business Retail Business Society, Health and Development Society, Health and Development Sport and Active Leisure Sport and Active Leisure Travel and Tourism Travel and Tourism Future Diploma subjectsFuture Diploma subjects

ApprenticeshipsApprenticeships

Apprenticeships combine paid work with Apprenticeships combine paid work with on the job training, qualifications and on the job training, qualifications and career progressioncareer progression

From 2013 all suitably qualified young From 2013 all suitably qualified young people will be entitled to and people will be entitled to and apprenticeship placeapprenticeship place

2020 over 250,000 apprenticeships start2020 over 250,000 apprenticeships start

Foundation LearningFoundation Learning

National suite of learning for 14-19 National suite of learning for 14-19 year olds at entry level and level one.year olds at entry level and level one.

Learners and practitioners negotiate Learners and practitioners negotiate and agree to a individual learning and agree to a individual learning programme programme

Learning programmes integrate Learning programmes integrate vocational/subjects learning, personal vocational/subjects learning, personal and social development and functional and social development and functional skillsskills

Positive ImplicationsPositive Implications

Students will study longer, therefore Students will study longer, therefore increasing numbersincreasing numbers

Opportunities to forge strong links Opportunities to forge strong links with partnerships and employerswith partnerships and employers

Greater choice of employability as Greater choice of employability as functional skills and personal functional skills and personal learning and thinking skills (PLTS) learning and thinking skills (PLTS) are key to employer needsare key to employer needs..

Positive Implications (Cont)Positive Implications (Cont)

Greater opportunities for less academic Greater opportunities for less academic and disadvantaged students to achieve a and disadvantaged students to achieve a relevant qualification and succeedrelevant qualification and succeed

Greater demand for teachers and career Greater demand for teachers and career opportunitiesopportunities

Teachers work becomes more varied and Teachers work becomes more varied and can make big difference to student can make big difference to student achievementsachievements

Possible Negative ImplicationsPossible Negative Implications

High reliance on partnerships to work in High reliance on partnerships to work in harmony for reforms to succeedharmony for reforms to succeed

Potential shortfall in apprenticeship Potential shortfall in apprenticeship vacanciesvacancies

University Admissions policies will need to University Admissions policies will need to be reviewed be reviewed

Increased workload for Teachers and more Increased workload for Teachers and more effective management will be required.effective management will be required.

ConclusionConclusion

Traditional routes of learning co exist with Traditional routes of learning co exist with new reforms which give opportunities for all new reforms which give opportunities for all students to succeedstudents to succeed

Reforms enhance learning and progression Reforms enhance learning and progression to FE and employment for all 16-19 year to FE and employment for all 16-19 year oldsolds

Positive steps to reduce NEET numbers Positive steps to reduce NEET numbers and minimise waste of youth potentialand minimise waste of youth potential

Goals and aims can be achieved if funding Goals and aims can be achieved if funding and partnerships work in close and partnerships work in close collaborationcollaboration

ReferencesReferences

http://www.dcsf.gov.uk/14-19/indexhttp://www.dcsf.gov.uk/14-19/index

http://wwwteachernet.gov.uk/14-19http://wwwteachernet.gov.uk/14-19

http://www.1419reforms.co.uk/videoahttp://www.1419reforms.co.uk/videoaspxspx

http://www.qcda.gov.uk/qualificationshttp://www.qcda.gov.uk/qualifications/foundationlearning/foundationlearning//

Thank You For ListeningThank You For Listening

Any questions or comments?Any questions or comments?