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14 -19 Diplomas and Higher Education Professor Stephen Scott Pro-Vice-Chancellor University of Leeds

Digital 20/20 Diplomas one year on. 14 -19 Diplomas and Higher Education Professor Stephen Scott Pro-Vice-Chancellor University of Leeds. 14-19 Education – We need to raise attainment. Only 76% of 16-year-olds stay in education, compared with > 90% across other OECD countries

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14 -19 Diplomas and Higher Education Professor Stephen Scott Pro-Vice-Chancellor University of Leeds

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  1. Digital 20/20 Diplomas one year on 14 -19 Diplomas and Higher EducationProfessor Stephen ScottPro-Vice-ChancellorUniversity of Leeds

  2. 14-19 Education – We need to raise attainment • Only 76% of 16-year-olds stay in education, compared with > 90% across other OECD countries • One in five employees lack the literacy and numeracy skills expected of an 11-year-old, according to a CBI commissioned survey. • Fewer than half – 46% – of our 16-year olds achieved five GCSE grades A-C including English and Maths last year. • 97% of pupils with two A levels or more go to a University

  3. 14-19 Education – Why Reform? • For economic reasons • global productivity challenge means we need a high skill economy • Recent research suggests that 18m jobs will become vacant in the UK in 2004 – 2020 and 50% will be graduate positions • For social justice reasons • background shouldn’t determine success • To serve each individual’s needs – ‘Personalisation’ • whatever their abilities and aspirations • wider range of pathways to Level 3 and beyond, helping all those with the ability to aspire to university – currently only 50% of those with Level 3 vocational qualifications progress to HE

  4. 14-19 Education - Common University ‘Wishlist’ • Students with better ‘generic’ study skills - including research, analysis, self-management - self directed learning • Students with more experience of in-depth, extended study • Less ‘atomised’ and more synoptic assessment • Qualifications and curriculum designed with better articulation between HE and pre-HE curricula • Help to widen participation

  5. Why are 14-19 diplomas important to the University of Leeds? • Established 104 years ago • £450M turnover • Research expenditure >£90M • 8,000 staff • 30,500 FTE students (with an additional 32,000 on short courses) • 700 undergraduate programmes • 4,085 undergraduate modules • 2,364 postgraduate modules

  6. Inspire our students to develop their full potential • Deliver excellent and inspirational learning and teaching • Translate excellence in research into learning opportunities for our students • Deliver an exceptional student experience • Increase participation of those who can benefit

  7. 14-19 Diplomas - University of Leeds • The University of Leeds welcomes applications from students offering the Advanced Diploma qualification. • As with all Level 3 qualifications, individual Admissions Tutors will wish to satisfy themselves that the Diploma applicants have developed study skills and subject knowledge appropriate to the programme applied for. • The University will continue to review the Diploma specifications for each Line of Learning as they are published and our entry requirement will be published on the UCAS website

  8. 14-19 Diplomas - University of Leeds • UofL accepts all 5 diploma lines from Phase One • Of 189 single honours programmes, 188 accept at least one diploma line • ICT/Creative & Media diplomaCommunication StudiesDesignFine ArtPerformance & Cultural IndustriesEngineering • Typically accept Diploma alongside a full A-level in a relevant academic subject. Engineering schemes require maths A-level and/or relevant science A-level

  9. 14-19 Diplomas - The Wider HE Picture • Most ‘recruiting’ universities will accept 14-19 diplomas • Majority of universities have included a statement about diplomas on their UCAS website entries • This is just another qualification to consider alongside many worldwide systems that we use for university entry

  10. 14-19 Diplomas and Higher Education - Conclusions • HE is taking 14-19 reforms seriously and awareness and acceptability are rising • Strong desire to build relationships with secondary education – improved articulation is the goal • It is still early days and there remains a lot to do, particularly in the ‘selecting’ universities and when there is no direct fit of a diploma with a specific course • HE is very actively involved in ASL design and phase 1, 2, 3 and 4 diploma development

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