Memorandum submitted by the Electrical
Contractors Association (ECA)
DESIGN AND
DEVELOPMENT OF
DIPLOMAS
1. What progress has been made on the development
of Diplomas to date? Where have been the sticking points?
1.1 The ECA is not directly involved in
the development of the Diplomas but has been involved in the consultation
process. A major sticking point for the Construction Diploma is
the provision of relevant site experience due to health and safety
concerns.
2. What role have employers and Sector Skills
Councils played in the development of Diplomas?
2.1 Employers have been involved in the
consultation process but feedback has been poor.
2.2 Sector Skills councils have been involved
in the design process.
3. Who is responsible for the co-ordination
and development of Diplomas?
3.1 No Comment
4. Is there a case for a stronger co-ordinating
role for one of the agencies involved, or for the appointment
of a senior responsible officer or champion?
4.1 No Comment.
5. Is there a clear system for accrediting
and awarding the Diplomas?
5.1 Our understanding is that at present
there is no clear system for accrediting and awarding the Diplomas.
This should be industry led and not left to market forces and
is key to the success of the new Diplomas.
TEACHER AND
LECTURER TRAINING
6. What are current levels of teacher/lecturer
training activity in preparation for Diplomas? Is this sufficient
to make Diplomas a success?
6.1 This is a major concern for the industry
that the teachers will have insufficient knowledge and/or experience
to be able to deliver the specialist knowledge required for the
Diplomas.
CO-ORDINATION
BETWEEN SCHOOLS
AND COLLEGES
7. What is the current level of co-ordination
between colleges and schools in local areas?
7.1 This depends on location. In some areas
it is excellent, in others non-existent. Co-operation between
schools and colleges is essential to deliver the Diplomas, as
it is unlikely that schoolteachers will have sufficient knowledge
or experience and will have to rely on college staff. This is
a major area of concern.
8. What are the barriers to co-ordination?
8.1 The main area of concern is who will
receive the funding of the new Diplomas and how results will be
represented on league tables. Assuming that the Diploma will be
administered by the compulsory education sector this may have
a detrimental affect on the relationships between the different
training providers. As there are many areas that schools and colleges
are assessed against there is a real concern that the quality
of the Diploma delivery will suffer.
9. What are the lessons that can be learned
from areas where there is strong co-ordination on 14-19?
9.1 That strong co-ordination produces successful
results, that the award has credibility with learners, parents,
providers and employers.
10. What are intermediary bodies such as LAs
and LSCs doing to foster co-operation?
10.1 No Comment.
11. How engaged are head teachers and college
principals in the Diploma agenda?
11.1 No Comment.
12. How are the rules on post-16 expansion
likely to affect the rollout of Diplomas?
12.1 A major concern for employers is the
relationship between the Diploma and the requirements of the Technical
certificates for the Apprenticeship framework. If there is major
areas of overlap students who take the Diploma, and then the technical
certificate, will be demotivated at having to re-learn material.
The Diplomas need to be dovetailed into the Apprenticeship frameworks
at both level 2 and level 3.
January 2007
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