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Policy Challenges. Spring 2012

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 Challenges. Spring 2012

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  1. Policy Challenges. Spring 2012

  2. 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)

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

  19. 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

  20. 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

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