Memorandum submitted by the Qualifications
and Curriculum Authority (QCA)
1. The Qualifications and Curriculum Authority
welcomes the Committee's inquiry into the need to improve the
national skills base through the national skills strategy. Vocational
education and training is at the core of QCA's role. In particular,
we would wish to contribute both to the debate on Government proposals
for educational provision for 14-19-year-olds to meet this skills
agenda, as well as the work of the Working Group on 14-19 reform.
1.2 This paper focuses on key policy issues
that are central to the success of the skills strategy. The paper
positions the need for a coherent vocational offer that is understood
by parents and young people, and the articulation of that offer
with adult skills as central to the success of vocational reform.
The paper does not repeat comment given in QCA's response to the
Working Group (appended).[1]
2. VOCATIONAL
REFORM
2.1 QCA is concerned that any implementation
of the national skills strategy forms part of a coherent programme
with other government initiatives. From our work with key partners
such as LSC and SSDA, we fully understand the scope and complexity
of reform required. The work of the 14-19 Reform Working Group
is one, albeit critical, component. The impact of Sector Skills
Councils is another.
2.2 Employer training requirements differ
significantly between sectors. Equally learners need different
entry points into education and training at different times during
their working lives. Reform must allow for a sophisticated and
responsive framework that can adapt quickly to changing workplace
needs. It is not sufficient of itself to reorganise the system
of qualifications and examination across the 14-19 phase. Vocational
learning, unless linked to occupational standards, will fail to
deliver the depth and experience required for progression to employment.
3. PUBLIC PERCEPTION
3.1 The 14-19 Working Group has recognised
that the current system is characterised by a weak vocational
offer combined with an overly narrow academic track. We believe
that long-term changes in public attitudes to vocational education
and training as well as to the system itself are needed.
3.2 The latter is being addressed within
the education and training system on a number of fronts. Examples
range across:
— Promotion of collaboration between
schools and colleges
— More flexible types of qualifications
that respond to employer needs
— Extending performance indicators
(commonly called league tables) to include vocational qualifications.
3.3 However vocational provision is not
well understood in the 14-19 phase. Vocational courses are still
often seen as more appropriate for less able learners. Despite
the complex skills needs of the 23 employment sectors, vocational
programmes need to be presented as a coherent offer relating to
the world of employment, which parents can readily understand.
For instance, many users are unclear about the workplace opportunities
offered by an applied GCSE as distinct from other more occupationally
focussed awards. Without clarity, vocational routes will never
achieve the same recognition by both parents and employers as
traditional examinations.
4. ASSURING VOCATIONAL
RELEVANCE
4.1 There has been concern, reflected in
reports from inspection and in employer comment, about the validity
of some vocational provision, particularly when delivered by schools
alone. It is not a question of standards. Effective vocational
provision requires providers to have knowledge and experience
of (and/or access to) the workplace.
4.2 Expanding vocational education and training
in schools brings with it a significant resource challenge that
must be addressed—physical resources (such as equipment)
and the experience/qualifications of staff. In the 14-19 phase,
vocational delivery will need to have an increasingly secure engagement
with the context, skill demands and experience of that sector
or occupation. This will require more staff to be released for
training than is currently the case. The work of Sector Skills
Councils and the priorities they identify need to be reflected
in the quality and content of careers advice as well as in work
placements for staff and students.
4.3 Expanding vocational education requires
the creation of conditions to support robust partnerships across
schools, colleges and the workplace. Issues of vocational authenticity
and public perception can be addressed through sector engagement.
Vocational delivery should be underpinned by the same professionalism
that PGCE graduates bring to general provision.
5. MODERN APPRENTICESHIPS
5.1 Modern apprenticeships cover an increasing
range of sectors and are developed by industry to meet skills
needs. Many young people currently take modern apprenticeships
at age 16. These provide a challenging programme of study with
recognition and currency in a sector.
5.2 As an example of the key points above,
proposals for a 14-19 three level diploma must facilitate integration
with modern apprenticeships. The LSC is in part addressing our
concerns about school-based provision and modern apprenticeships
through their work on "programme led" apprenticeships,
whereby learners begin their apprenticeships whilst still in full-time
education.
5.3 QCA believes that coherence and flexibility
within the 14-19 phase and its articulation with adult skills
is critical. A diploma model with an authentic vocational offer
could deliver aspects of the modern apprenticeship in school.
Similarly, early school leavers could achieve a diploma through
a work-based route and off the job training, from Connexions or
via an Entry into Employment programme.
6. A COHERENT
NATIONAL QUALIFICATIONS
FRAMEWORK
6.1 Finally, to meet the challenge of the
skills strategy, we suggest that all qualifications, including
higher education, should be embedded within a single overarching
framework for recognising achievement. This framework with consistent
technical design features (for example credit, levels and units)
would support transparency, achievement, transfer and progression
across learning phases. It would be a key condition for presenting
vocational learning and skills as a coherent offer across different
phases.
15 December 2003
1 Not printed. Back
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