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Policy Challenges. Spring 2012. Policy Context. Government hitting mid-term period, traditionally a difficult patch Economic forecasts remaining bleak for much of 2012 Spending limits set to continue beyond current SR period
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Policy Context • Government hitting mid-term period, traditionally a difficult patch • Economic forecasts remaining bleak for much of 2012 • Spending limits set to continue beyond current SR period • Overall policy direction set out in Coalition Agreement but subject to current economic fluctuations and mood swings • Education a high political and social priority, extensive reform under way • Notable signposts include: • CSR (Oct 2010) • Schools White Paper (Nov 2010) • Skills Investment Strategy (Nov 2010) • Growth Plan (March 2011) • Response to Wolf Review (May 2011) • HE White Paper (June 2011) • FE reform programme (August 2011) • Autumn Financial Statement (Nov 2011) • 14-16 Performance Table Statement (Jan 2012)
Current picture for education • Broad narrative established, mix of: structural reform, new ‘freedoms,’ essential knowledge requirements, raised skill levels, clearer accountabilities, shifting the funding burden • Battery of consultations: N.C, league tables, Special Needs, 16-19, school funding, FE reform, HE regulation, standards, open data, pensions • Some key speeches: John Hayes FE vision speech (June 2011,) Vince Cable’s UUK speech (Sept 2011,) David Cameron’s Growth speech (Oct 2011,) Michael Gove’s BETT speech (Jan 2012) • Some unexpected developments: introduction of the EBacc and linear GCSEs, changes to work exp, delays to FE funding reform, contestable places in HE • Considerable shifting of furniture: school systems, provider markets, regional structures, quangos, inspection and regulatory bodies • Some new words: Phonics, SPAG, OIPs, catapults, downbanding, LARA, KIS, HEAR, STEAM
Some broad themes emerging • Strong focus on the quality of teachers and teaching • Learning programmes built around a long spine of Eng/maths • Curriculum re-balanced around the essentials (for progression and mobility) • Emergence of new models of professionalism • Simplification of funding systems to support the learner rather than the programme • Greater autonomy over inputs but sharper measurement of outputs • Institutional ownership of own destiny • The learner/user increasingly becoming an informed ‘customer’ • Strong belief in the positive effects of a competitive market place • Desire to benchmark performance against international standards
Key policy challenges for 2012 • Operating within a new funding and efficiency regime • Re-balancing the curriculum offer • Meeting new forms of accountability • Supporting the transition for young people • Developing the skills needed for growth and competition • Ensuring a smooth transition to new school, FE and HE systems
1. Funding reform and efficiencies Current picture • Gory details developed through the Emergency Budget (June 2010,) CSR (Oct 2010,) Budget 2011 (March 2011) and Autumn Financial Statement (Nov 2011) • Context of long-term ‘cuts,’ continued push on efficiencies, simplified systems and direct funding channels • Heavy period of consultation completing, shift to new ‘learner-based’ model for HE from Sept 2012, for schools and FE from Sept 2013 • Balance of contributions at higher level shifting towards user • New support mechanisms in place for disadvantage including pupil premium, 16-19 bursaries, NSP for HE • Skills training shifting towards employer sponsorships and incentives
1. Funding Picture (Schools) • Flat budgets for 2012/13 • MFG (1.5% per pupil) and LA (2%) protections remaining • Capital budgets static, focused on essential maintenance and extra places • Some relief through the (uprated but with new accountability) Pupil Premium and EEF • Final allocations confirmed by summer • Current DSG methodology continuing while range of consultations complete, new agency 2012, new model potentially 2013/14 • Current issues: • Regional variability • Impact of changing demographic and migration patterns • Funding of new school types • National formula v local autonomy
1. Funding Picture (Young People) • Small increase in 16-19 funding for 2012/13 at £7.5bn, additional support retained for disadvantaged, • Includes £833m for 16-18 apprenticeship starts but not the additional 40,000 SME incentive payments pledged under the Youth Contract • Focus on moving towards full participation; efficiency savings allowing for increase in places of 34,000 for 2012/13 • Transitional protection remaining to ameliorate impact of policy changes • Specific priorities for 2012/13 include: reducing NEET numbers; encouraging retention beyond age 17; supporting FL progression; helping those with additional needs • 16-19 Bursary Fund allocation to remain at £180m with transitional support to 2013 • £107m capital funding aimed at SFC building improvement and additional places • Institutional allocations confirmed March 2012 • 16-19 funding under consultation post Wolf, shift towards learner funded • Lagged model continuing for 2012/13 • Equalisation of funding rate between schools and colleges continuing
2. Re-balancing curriculum requirements (1) Overview • Focused heavily on NC Review, Wolf reforms, 16-19 programmes, apprenticeship provision and VQ frameworks • Context of concerns about levels of performance in many subjects, ability to stretch and challenge, international comparisons, format of current curriculum, ‘skill’ levels of school leavers, global skills challenge • Gov position identified through the White Paper, NC Review, Wolf Review, series of reports, captured in emphasis on ‘facts, knowledge and principles’ • Current position: • School provision subject to N.C. Review though emphasis on Eng/ma, reading test, core knowledge established • 16-19 provision based on Wolf model • Work-based provision driven by apprenticeship funding and reform • Post-19 provision increasingly employer designed and driven
2. Re-balancing curriculum requirements (2) N.C. Review Expert Panel Interim Report • Broad messages. Need to: • Reflect best practice from abroad • Simplify and give schools greater freedom • Provide opportunities for acquisition of essential knowledge • Distinguish between the NC and the wider school curriculum • Specific points • Existing subjects retained but some re-categorisation of subjects • Eng, ma, sci remain core with detailed PoS and ATs • PE removed to Foundation Subjects along with Geog, History, Art and Music (except @KS4) and MFL (? about KS1;) condensed PoS, minimal ATs • D/T, ICT, Citizenship classified as Basic Subjects along with PSHE. No change to RE or careers. Statutory but schools determine content • Development of oral language as an underpinning feature • Key Stage structure retained but modified potentially to a 2-2-2-2-3 model with KS2 split to a 2 x 2 format, KS3 reduced to 2 yrs, KS4 extended to 3 yrs • Reporting procedures largely as before but consideration of a ‘ready to progress’ model of reporting at primary stage and possible knock-on effect for league tables
2. Re-balancing curriculum requirements (3) 16-19. Driven by Wolf reforms • Emphasis on a more coherent 16-19 framework with common principles • Eye on progression essentials and market needs • Backbone of Eng/Maths + a substantive time-serving qualification • Provision for established VQs remaining • FL focused on essential skills for progression • Apprenticeship route enhanced • School-work transition based on work exp rather than classroom exp • Institutional autonomy to be applied • Matched funding system based on learner not programme Other developments • Development of Maths Free Schools a reminder of the challenge here • Impact of HE fees likely to lead to some re-assessment of HE progression • Increasing push to establish a defined voc pedagogy • RPA coming, demographic drop continuing, diversity of providers emerging • New performance measures likely
3. New forms of accountability (1) • Significant shift in approach, less tabular, more composite • Mix of league tables, headline measures, reporting instruments, driven by increase in data levels and transparency demands • Emphasis on breadth rather than volume • Current developments include: • Inclusion of more sophisticated data in 2011 tables • Retention of existing equivalency system for more 2 yrs • Removal of CVA in favour of targeted data on differential ability/background groups • Retention of EBacc largely in current form as ‘information’ measure • Creation of new criteria and equivalence system for future league table • Application of new floor targets
3. New forms of accountability (2) Current position • Publication of new listing for 2014 tables, future cycle established • New grading and no-notice announcement for inspection system, clear focus on procedures for improvement • Channel for parental comment created • New inspection regime for FE from Sept 2012 • Recording of progress of Pupil Premium pupils from Sept 2012 • 16-18 Destination reporting from 2013 • Other metrics under consideration
4. Supporting the transition for young people (1) • Part of a global trend but an acid test for Government • Details set out in a range of Papers including the Wolf Review, the Social Mobility Strategy, the Youth Contract, 16-19 Participation Strategy, Youth Vision • 3 key concerns: • A poor record in managing the transition from school to work • Continuing underlying concerns about the work readiness of many young people • Worries that in certain parts of the country poor school outcomes and depressed industries are creating toxic conditions for young people • Continuing context of bleak market conditions • Labour conducting own School-Work Review • Recent Comission Report calling for range of measures including new local network of Youth Employment Partnerships • Next set of market indicators due March 2012
4. Supporting the transition for young people (2) Current measures: • Reform of the VQ system • Commitment to raise the participation age • Development of the work-based route through apprenticeship growth • Development of UTCs, Tech Academies, Maths Free Schools • Launch of a Youth Contract offering internships, placements and support • Deployment of incentives to encourage employers to take on more young people • Dedicated programme to provide support for NEETs • Accelerated referrals and extra support through JCP • Development of sector-based work Academies • Development of new work exp model tested out in colleges • Provision of a National Careers Service • Development of the National Citizen Service
5. Developing the skills needed for economic growth and competition (1) Overview • Important priority for the Government, details developed through a range of Papers: • Growth Plan • National Infrastructure Plan • National Planning Policy Framework • Skills Investment Strategy • Red tape Challenge • Wolf Review • Youth Contract • Apprenticeship developments • Developed in the context of skills and market forecasting by the OBR, UKCES, SSCs, lead employer bodies as well as by the OECD, IMF • Joint Treasury and BIS leadership • Aim is to generate conditions for growth, raise skill levels, focus on winning sectors, improve global competitiveness
5. Developing the skills needed for economic growth and competition (2) Finer details • Phase 1 of Growth Plan launched with Budget 2011, covered 7 priority areas and 8 sectors inc: Adv Manu, Digital and Creative Industries, Retail, Tourism, Prof and Bus Services, Healthcare and Life Sciences • Phase 2 reported alongside Autumn Financial Statement, focus on education and skills, open data, infrastructure, business needs • Current activity includes: • Reform of VQ system • Creation of technical route for young people • Development of apprenticeship system • Introduction of Youth Contract • Focus on STE(A)M • Support for enterprise activity and zones • Creation of catapult centres • Launch of Research and Innovation Strategy • Review of operation of qualification market
5. Developing the skills needed for economic growth/competition (3) Apprenticeships • Key element of Government policy, Treasury backed, central component of Youth Contract, development of higher app funding and progression • Increase in budget and numbers (140,200 starts) targeted for 2012/13 • Latest (final quarter 2011) stats • 131,70000 starts for 16-19, 143,400 starts for 19-24 • 83,300 framework achievements for 16-19, 77,000 for 19-24 • 4 recommendations under Wolf • Review of programmes to include gen ed components • Provision of subsidies to cover off the job training • Simplification of contracting arrangements • Support for GTA model • Latest (Dec 2011) announcements include: minimum requirements on programme lengths, requirements to provide Eng/ma, review of some frameworks, speedier vacancy advertising system • Current policy debate centred on brand ‘stretch,’ pre- app models, programme lengths and fee burden. Series of reviews coming
6. Ensuring a smooth transition to new school, FE, HE systems • For schools • Diversification of supply side, strategic role for LAs, increasing institutional autonomy, fewer intermediary agencies, more transparent accountability, review of staff mobility and pay structures, nibbling away at school holidays • For FE • Increasing liberalisation to encourage new business models and partnerships, streamlined funding and audit procedures, outcome incentive measures, new customer facing accountability, devolved skill system, emerging voc pedagogy • For HE • Continuing emphasis on smooth transition, widening participation and value for money through greater ‘customer’ information and powers • Monitoring of impact on application trends and key subjects ongoing, detailed Report due Dec 2012 • Proposals for the new regulatory regime, bidding process for 2013/14 and HE-Business collaboration due shortly • Numbers ‘control’ mechanisms in place, Gov keen to lift numbers cap within lifetime of Parliament • Review of UCAS admissions system ongoing
What to look out for • The emerging shape of the new school curriculum • The impact of the current debate on standards • Models of school improvement • School-work transition • Green shoots • Any Diamond Jubilee/Olympic bounce • A happy ending