Memorandum submitted by EEF
ABOUT US
1. EEF, the manufacturers' organisation,
has a membership of 6,000 manufacturing, engineering and technology-based
businesses and represents the interests of manufacturing at all
levels of government. Comprising 11 regional associations, the
Engineering Construction Industries Association (ECIA) and UK
Steel, EEF is one of the UK's leading providers of business services
in health, safety and environment, employment relations and employment
law, manufacturing performance, education, training and skills.
2. EEF welcomes the opportunity to contribute
to this inquiry into 14-19 Specialised Diplomas (SD). We feel
that with their introduction from 2008, specialised Diplomas have
a key role to play in helping to tackle some of the gap that exists
between academic and vocational paths through the education system.
One of our major concerns is that the introduction of Diplomas
must fully reflect the needs of employers.
3. In particular, EEF is keen to ensure
that a robust, attractive and valued specialised Diplomas is created
for engineering. As a result, we will be seeking assurances that
the SD in Engineering fulfil the following criteria. That it:
— provides an attractive and well-regarded
alternative to the purely academic route to an engineering career;
— encourages suitable young people
to try practical experience of Engineering;
— provides a sound basis for an Apprenticeship
in Engineering (either level 2 or level 3) or other job with training;
and
— provides a basis for entry into further
education (FE) or higher education (HE).
EXECUTIVE SUMMARY
4. Specialised Diplomas have the potential
to provide a real alternative to academic qualifications for 14-19-year-olds.
However, it is important that their place in 14-19 provision is
clear, with the right young people taking them. It is essential
that the lessons of both the GCSEs in vocational subjects, and
the Young Apprenticeship schemes are learnt. The way in which
the new Diplomas are delivered and promoted will be key to their
success.
DESIGN AND
DEVELOPMENT OF
DIPLOMAS
What progress has been made on the development
of Diplomas to date? Where have been the sticking points?
5. EEF is a member of the Engineering Specialised
Diploma Development Partnership, which devised the content and
structure of the Diploma within the guidelines issued by government.
6. Engineering is one of the first SDs to
be introduced, which EEF welcomes. We hope that it will build
on the success of the Young Apprenticeship in Engineering, which
is inspiring young people of above average ability to learn in
new ways and achieve high levels of skills while remaining within
the school environment.
7. There was some confusion at the beginning
of the process over whether an SD would be a proxy for elements
of an apprenticeship framework (ie would an SD level 2 graduate
be able to top up their learning subsequently in the workplace
in order to achieve an Apprenticeship). In the end it was agreed
that SDs would not perform this function, but that (for example)
an SD level 2 graduate would be very well-prepared to start an
Advanced Apprenticeship.
8. The engineering sector is also aware
of the need for the Advanced level of the Diploma (level 3) to
prepare a young person for progression to university. With this
in mind, the original specification was designed so that a strong
pass at level 3 would be (in theory) acceptable for entry to an
engineering degree at the very best universities in the country.
9. However, we have concerns that other
sectors are not aiming so high in their development of level 3
SDs, and that this may force compromise of the content and level
of Engineering, simply to ensure equivalence.
What role have employers and Sector Skills Councils
played in the development of Diplomas?
10. The Science, Engineering, Manufacturing
Technologies Alliance (SEMTA)—as the sector skills council
for most of manufacturing—has taken the lead for the Engineering
Specialised Diploma, and has worked with five other sector skills
councils (SSC) to ensure the SD is acceptable. Improve—the
SSC for the food and drink manufacturing sector—is leading
on the Manufacturing SD, again in partnership with other relevant
SSCs.
11. In addition to EEF's representation
on the Engineering SD Development Partnership, several companies
were represented, and other employers were encouraged to contribute
via the website and consultation events held across the country.
EEF promoted these activities to its members and the wider engineering
community.
Is there a clear system for accrediting and awarding
the Diplomas?
12. We strongly recommend that lessons are
learned both from the success of the Young Apprenticeship scheme,
and from the GCSE in Engineering. While the Young Apprenticeship
(although not yet widely available) is well regarded and supported,
the GCSE in Engineering is struggling to give young people the
kind of education which was envisaged.
13. There is some evidence from awarding
bodies that the low achievement rate in GCSE Engineering is due
not to poor quality work on the part of the students, but rather
to learning centres failing to apply the correct procedures and
assessments. Students are therefore being penalised, despite producing
good or excellent projects, because they do not meet the specification
(for more information, see Edexcel Examiners' Report on GCSE in
Engineering Summer 2006).
14. It is imperative that this does not
happen to the SD, and therefore both its content and assessment
criteria must be understood and accepted by teaching centres.
15. It must be recognised that it will not
simply be enough to provide access to these qualifications—their
success will come from a number of factors:
— Promotion—Specialised Diplomas
are not designed to be an easy option. They will be rigorous and
demanding. They must therefore be part of the "offer"
to young people across the ability range, not just to low achievers.
— Delivery—the partnerships delivering
Diplomas will need to work closely together to ensure that the
strengths of each learning provider (school, college, employer,
etc) are used.
— Achievement—it is not enough
for young people to study vocational subjects, they must also
achieve. The GCSE in Engineering is an example of a qualification
which is currently failing to provide young people with the necessary
achievement to enable them to progress.
— Progression—young people must
be able to move forward after the Diploma in whichever direction
is most suitable for their aspirations and abilities—this
means the Diploma must prepare them for further study, work, apprenticeships,
and higher education.
TEACHER AND
LECTURER TRAINING
16. We refer to the point on GCSE Engineering
above, which would appear to indicate that teachers and lecturers
are failing to follow the correct procedures, and students are
suffering as a result. Teacher/lecturer training for Diplomas
must be more rigorous, and provide them with sufficient information.
CO-ORDINATION
BETWEEN SCHOOLS
AND COLLEGES
17. We commend a recent publication from
the Learning and Skills Council (LSC) and the Learning and Skills
Network (LSN) entitled Provision for learners aged 14-16 in
the further education sector—an initial report, which
documents the particular concerns of FE colleges in teaching this
age group. The main concerns are:
— the full cost of provision is not
covered by the additional income received (68% of respondents
cite this as a major concern);
— the use of specialist workshops and
staff inhibits the growth of post-16 provision; and
— teaching and support staff do not
feel that they have the specialist skills and experience necessary
to teach pre-16 learners.
18. Other concerns are the:
— disproportionate use of management
time to ensure collaboration works; and
— schools using courses as a "dumping
ground" for difficult pupils.
19. Taking these concerns into account,
and addressing each with robust measures, should reduce the barriers
to co-ordination between schools, colleges, training providers,
and employers.
20. It is also of value to note what colleges
report to be the main benefits of engagement with per-16 provision,
namely:
— improved relationships with local
schools;
— part of the college's social mission;
— improvement in retention and achievement
of those who subsequently enrol in college courses; and
— improvement in college recruitment.
21. We also draw the Committee's attention
to a Local Education Authority Curriculum Advisors' Network (LEACAN)
report published in October 2006, Challenges facing partnerships:
current developments towards implementation of 14-19 reform in
local authorities, which reports the findings of a survey
of 54 local authorities, and their views on their preparedness
for a whole range of issues relating to the introduction of Specialised
Diplomas. Of particular concern are the current low levels of
engagement with vocational learning in some areas, and the lack
of planning in terms of continuing professional development (CPD)
for staff to support the new curriculum. It also found that 96%
of respondents cited reasons relating to "engagement and
will" as one of the most significant barriers implementing
the new National Entitlement.
CONCLUSION
22. EEF welcomes the opportunity to contribute
to this inquiry into the 14-19 Specialised Diplomas. While we
have identified some areas of concern in our submission, we do
remain confident of the positive contribution that Specialised
Diplomas can play in raising skill levels of 14-19-year-olds.
January 2007
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