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Reform of the System

Reform of the System. Jon Coles HEPI Conference 7 October 2008. Far from having too many young people getting qualifications, we have too few. Source: Skills Audit Update, Steedman et al, DfES Research Report 548, 2004.

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Reform of the System

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  1. Reform of the System Jon Coles HEPI Conference 7 October 2008

  2. Far from having too many young people getting qualifications, we have too few Source: Skills Audit Update, Steedman et al, DfES Research Report 548, 2004

  3. And non-educational factors continue to have a significant effect on attainment at 19 Attained Level 2 at 15 Did not Attain Level 2 at 15 Source: YCS cohort 12

  4. Rising attainment at the top end is a long term trend Source: SFR 26/205 “GCE/VCE A/AS EXAMINATION RESULTS FOR YOUNG PEOPLE IN ENGLAND, 2003/04 “

  5. But now, more are achieving L3

  6. We aim for a system where all young people can prepare to succeed in life • A world class system means: • 90% participation • Achievement levels to match • Breaking down the link between deprivation and low achievement • Implementation requires a new entitlement: • Mastery of the basics for all • Better curriculum choices, which build in progression routes and achieve recognition – all 14 Diplomas available everywhere • More stretching routes • Every young person engaged, stretched to achieve

  7. HE has asked for significant changes – and there is great commonality with the views of employers • Students with better ‘generic’ skills and no need of ‘remedial’ support • Students with more experience of in-depth, extended study • Less ‘atomised’ and more synoptic assessment • More help with differentiation • Qualifications and curriculum designed with their needs in mind • Help to widen participation

  8. New Diplomas • Are a significant part of the response to universities as well as employers • Provide a new style of learning, combining the best of theory and practice • Secure a good grounding in the fundamentals of English, maths and ICT • Will develop the personal, learning and thinking skills at all levels • Include an extended project • Provide an opportunity for greater stretch, breadth and tailoring through additional/ specialist learning • Cover the main sectors of the economy, but are not occupationally specific

  9. Reform of A levels is also significant • New A level specifications are being taught now: • They reduce the number of units in most A levels from 6 to 4 • Increase the volume of synoptic assessment • Add more stretching questions – more extended writing, greater variety of question stem etc • Introduce a new extended project as on the Diplomas route

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