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The new Diploma qualification:
a question of identity? Professor Prue Huddleston
Dr Andrea LaczikCentre for Education and Industry, University of Warwick, UK
Education and Employers Taskforce Conference:Employer engagement in education: exploring social mobility
and delivery mechanisms in international perspective 12 October 2011
University of Warwick
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Outline
• Provide a rationale for investigating this issue; • Introduce briefly the new Diploma qualification
and its history;• Outline the sources of data used for our
argument;• Present and describe issues shaping and
influencing the identity of the Diplomas;• Reflect upon the issues and processes that
impacted on the identity of the Diplomas.
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Why is identity important?
• Nature of the qualification is likely to determine the type of young people who participate in the programme;
• Nature of the qualification is likely to determine the progression route a young person may pursue;
• Diplomas have received mixed reception from universities;
• Schools found it difficult to conceptualise the programme;
• Ambiguity exists over the characteristics and nature of the Diplomas.
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14-19 Diplomas
Phase 1 (2008)EngineeringCreative and MediaSociety, health and developmentITConstruction and the built
environment
Phase 2 (2009)Business, administration and financeManufacturing and product designHospitalityHair and beauty studiesEnvironmental and land-based
studies
Phase 3 (2010)
Retail businessSport and active leisureTravel and tourismPublic services
Structure
Principal learning + Generic learning +
Applied and specialist learning
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Definitions
• (Occupational)
• Vocational (Stanton, 2008: content, process and context)
• Vocationally-related
• Applied
• (Academic)
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Data Sources
• Policy documents;• Reviewing Diploma Development: An
Evaluation of the Design of the Diploma Qualifications (Ertl et al, 2009) semi-structured interviews with DDP representatives;
• Two semi-structured interviews with Diploma providers from the West Midlands.
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What impacts on the identity of the Diplomas
• Policy rhetoric;
• Phase of the Diploma Line;
• Vision for the qualification;
• Stakeholders in the qualification development process;
• Structure and content of the programme;
• Delivery and place of the Diploma among other qualifications.
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Policy rhetoric
• The changing name of the new qualification led to confusion;
• Diplomas were to be developed as employer-led qualifications reflecting the skills demands of the labour market and the needs of employers;
• Diplomas were also to lead to further studies;• Guidance documents (all three) set the purpose
of the Specialised Diplomas.
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14 Diplomas in 3 Phases
• Sector Skills Councils (SSCs)led the development process;
• Earlier phase Diplomas had more freedom and flexibility in developing content;
• Later phase Diplomas learnt from earlier experience;
• Attempts to raise the profile of the sector.
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Vision
• Innovative, engaging, different from existing qualifications;• Wanted to create value-added, timely qualifications and to
improve the image of the sectors; • Start with ‘blank paper’ or by looking at existing
qualifications?• Not a training programme;• Need to integrate soft skills and functional skills;• More general or more specialised?• Difficulty of reaching consensus among the stakeholders.
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Stakeholders in the qualification development process
SSCs led the qualification development.Aim to:• raise the profile of their sector;• influence young people as potential employees;• reduce the gap between skills supply and labour
market demand.Employers not previously engaged in qualification
development to this extent.Finding consensus between HE and employer
representatives.
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Diploma delivery and its place among other qualifications
•Diploma leads (BAF) were heads of business studies and vocational courses (including competitor qualifications);•Entry requirements in functional skills in order for students to cope, and level of attendance;•Both schools offer only L2 Diplomas, and students continue with applied or traditional A level or L3 BTEC;•Employer engagement could have been stronger – logistics and resources;•~25% of L2 Diploma students plan to go the university;
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Current developments and their impact on Diplomas
• Political forecast impacted negatively on Diplomas;
• Less time and effort was put into developing it further in the schools;
• Change in funding – limited opportunities for employer engagement and work situated activities;
• Growing number of Academies - reduced opportunities for collaboration.
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Conclusion• Initial confusion over the new Diploma identity; uncertainty
about the specificity of the qualification, its form, shape and purpose;
• Emphasis on generic skills and functional skills, plus sector related understanding;
• Don’t mention the ‘v’ word;• Strong applied nature of the qualification – is this misleading?• Identity formation is increasingly difficult given the decreasing
number of school consortia and the number of students taking up the course;
• Diplomas do not fulfil the vocational ‘acid test’ in terms of content, process and context;
• The question remains as to whether or not Diploma graduates would be successful in gaining employment or accessing HE.