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14 19 Diploma in Engineering

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14 19 Diploma in Engineering

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    1. 14 – 19 Diploma in Engineering Rob Moore S&QR Manager www.engineeringdiploma.com rob.moore@euskills.co.uk

    5. A DEMAND-LED SKILLS SYSTEM the needs of employers take priority Current practice: supply-side in education dominates what skills gets delivered demand-side is not interpreted as ‘what employers need’ over 22,000 qualifications, many little valued complexity and bureaucracy are a major deterrent factor regional-based structure misses sector needs Leitch view a system that gives employers the strongest voice is essential the world of skills to be simplified, fewer employer-facing bodies develop relevant, up-to-date skills qualifications sector-based organisation based on Sector Skills Councils

    6. WHY THE URGENCY running to stand still The UK upside: 14 years of unbroken growth with the highest employment rate in the G7. The prospective UK downside: UK’s skills are fundamentally weak, holding back productivity, growth and social justice. Our global competitors are advancing rapidly. China and India are creating 4 million graduates a year, the UK just 250,000. Even if we meet current skills targets, UK skills will still lag behind competitors in 2020. We’re running just to stand still. Skills were once a key lever for prosperity. They are now increasingly the key lever, pivotal in our ability to compete internationally. Radical change is therefore necessary and urgent.

    7. THE SKILLS VISION targeting world leader status Commit to becoming a world leader in skills by 2020: 95% of working age adults to achieve functional literacy and numeracy – up from 85% literacy and 80% numeracy today. This means 680,000 basic skills attainment per year against 110,000 today. More than 90% of workforce adults qualified to at least Level 2 – up from 70% today. 95% means 1.7 million more adults with Level 2 and 500,000 people achieving Level 2 each year against 280,000 today. Intermediate skills balance shifts from Level 2 to Level 3, improving the esteem, quantity and quality of intermediate skills. Double apprenticeships to 500,000. 300,000 people to achieve Level 3 each year against 110k today. More than 40% of the adult population qualified to Level 4 and above, up from 29% today. This means 530,000 people a year against 250,000 now. Learning becoming the norm for all, over the whole working life.

    8. Vision… ‘a rigorous future orientated programme that offers the leading edge thinking from across the engineering sector’ Applied Learning … ‘academic concepts and theories - applying them to engineering contexts and businesses’

    9. Structure Diplomas form a key strand of the government’s 14-19 reforms. They are brand new, innovative qualifications and will be offered at 3 levels in 14 ‘lines of learning’, each covering a broad employment sector. Diplomas become an entitlement for young people from 2013, but will be first offered in 2008, 2009 and 2010 as follows:

    10. How does the Diploma fit with other qualifications?

    16. Overall Structure

    17. Functional Skills English, Mathematics, ICT Personal Learning and Thinking skills Independent Enquirer, Creative Thinker, Reflective Learner, Team worker, self manager, Effective Participator Extended Project Either singly or within groups with defined roles and a product or agreed outcome at the end. Work Experience A Minimum of 10 days work placement during each stage of the Diploma.

    18. The Engineered World; Theme A Important developments that have furthered human progress Discovering Engineering; Theme B Understanding the processes of engineering development Engineering the Future; Theme C Future issues and developments for engineering Analytical Methods for Engineering; Theme D (Advanced Level only). Mathematical Techniques, Scientific Principles and Applications for Engineers

    23. Will the Diploma support higher level study?

    24. The Maths qualification (proposed delivery plan)

    25. Proposed Content

    26. Proposed Content

    28. How will the Diplomas be delivered? This applied approach to learning will need a radical delivery method. Consortia, made up of a mixture of schools, colleges, LEAs, employers and training providers will work together to deliver the Diploma. Each consortium has to pass through a strict gateway process to ensure they have the correct mix of resources, employer input, staff development and logistic planning to successfully deliver the Diploma. Events are arranged to facilitate the sharing of Best Practice between different consortia.

    29. The Gateway Process

    30. Diploma specific Gateway elements assessed by DDPs

    33. www.engineeringdiploma.com

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