Memorandum submitted by VT Education and
Skills (VTES)
DESIGN AND
DEVELOPMENT OF
DIPLOMAS
VTES is very supportive of the notion of establishing
a national entitlement to all 14 Diploma lines by 2013 at the
latest. We particularly endorse the Gateway self-assessment process
and its focus on collaboration and partnership working within
a context of resource planning. We recognise the opportunities
to improve the skills development of young people by defining
and accrediting functional skills and relating this qualification
to the General Certificates of Secondary Education (GCSE) in English,
Mathematics and ICT. The opportunities afforded by the introduction
of extended projects for all level three learners are similarly
welcomed.
The Diploma developments are proceeding, but
we are a long way from final specifications. There are some fundamental
problems associated with the current model which we would like
to bring to the Committee's attention.
1. We are concerned that the current content
proposals for the 2008 round of pilot Diplomas including the total
volume of the qualification may work against the declared outcomes
of the Diploma. The volumes of the award as articulated as either
guided learning hours (glhs) or in terms of the proposed GCSE
or A level equivalences will not attract learners in the numbers
required to make the intended impact on the future prospects of
our 14-19 learner cohort. It seems inequitable that whereas GCSE
and GCE A level students will have significant choice over combinations,
levels of awards and volume and types of qualification sought,
Diploma students will be required to study one applied principal
area of learning at a single level incorporating Personal, Learning
and Thinking Skills, Functional Skills, Project or Extended Project
plus additional studies. Thus those who may be excited by the
content and nature of learning and achievement will be discouraged
by its volume and size.
2. The rigid articulation of the levels
of the Diplomas will not support the aim of meeting the multiple
abilities of learners and the opportunities for stretch and challenge
that may be offered by the interlocking awards of flexible frameworks
and qualifications. We are committed to the concept of personalised
learning and the progression through levels by "stage"
rather than "age". We are therefore concerned about
the apparent content and structure of the level 1 and level 2
awards which, we feel, could easily lead to a "selection"
process where institutions designate learners as "level 1"
or "level 2" learners at 14+, rather than providing
all learners with an entitlement to pass through the levels at
their own pace.
3. Similarly, whilst we are extremely supportive
of the concept of a "Foundation Learning Tier" and are
keen to see this development as a success, we are anxious to ensure
that there are clear progression routes through the Qualifications
and Credit Framework (QCF) from Foundation Learning Tier. To underpin
the Diploma at an early stage with a credit framework would reinforce
the importance of the learner achievement record or transcript
and allow learners to reflect their abilities, learning and achievement
across levels and at volumes that suit their needs and reflects
their achievement.
It is very valuable that information, advice
and guidance (IAG) has been recognised in that process as one
of the core areas that must be developed for young people to benefit
fully from the roll out of the specialised Diplomas. We comment
more fully on this in our submission to the committee regarding
post-16 skills training.
ABOUT VT EDUCATION
AND SKILLS
VT Education and Skills (VTES), a division of
VT Group plc, is a private sector company working almost exclusively
in the public sector where our major customers are the DfES, LSC,
Home Office, local authorities and government agencies.
VTES is among the largest and fastest growing
private sector providers of education services in value, range
and quality. VTES' main areas of activity are information, advice
and guidance (IAG), work-based learning and school support services,
each delivered by a separate business unit. This coverage is unmatched
in the private sector in the UK.
VT Careers Management is one of the leading
IAG companies in England, delivering high quality and innovative
services under contract to the DfES and LSC to seven Connexions
Partnerships and managing eight Nextstep agencies.
VT Training is the largest work-based training
provider in the UK, specialising in delivering NVQs and workplace
assessment in five main sectors: hospitality; social care; engineering;
active sport and leisure, retail and business administration.
VT Training holds work-based learning contracts in each of the
nine regions across the country and Train to Gain contracts in
the South East, South West, London, East of England, East Midlands,
West Midlands and North East.
For the last two years we have been involved
in a unique partnership with Surrey County Council—VT Four
S—to deliver school and Local Education Authority Services
across the UK. It combines the best commercial practices with
the values and principles of the public sector. Already this new
partnership is one of the largest school support service organisations
in the country, providing consultancy, advice, training and development.
Most recently, we have become involved in the
Building Schools for the Future programme, and in the last few
weeks have been appointed as the long-term strategic partner of
the London Borough of Greenwich. We are looking forward to working
on this exciting project which will see the renewal of 13 schools
within the borough in a way that will transform educational opportunity
for young people in the area, and for the wider community.
January 2007
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