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Ann Hodgson and Ken Spours

Tackling the issue of 17+ participation, attainment and progression: the role of 16-19 study programmes. Ann Hodgson and Ken Spours . The international context for upper secondary education .

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Ann Hodgson and Ken Spours

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  1. Tackling the issue of 17+ participation, attainment and progression: the role of 16-19 study programmes Ann Hodgson and Ken Spours

  2. The international context for upper secondary education Participation in upper secondary education systems (USE) is increasing in both developed and developing countries This is the result of universal primary education, globalisation and the international competition for high skilled employment International benchmarks such as PISA and TIMSS are encouraging countries to reconsider their USE systems Countries are reforming in different ways according to history, economic position and culture, but neo-liberal ideas are very powerful Wider global trends have been towards integration and unification rather than segregation and tracking in USE

  3. Tensions within USE as it becomes universal • Encompasses both compulsory and post-compulsory education - end point for some young people but preparatory stage for others. • Major source of social and education division and a focus of social contestation where young people’s future life chances are increasingly determined. • Need to balance: • commonality of experience for social cohesion • diversity to address the needs of a much broader population • universal need for 21st century competences with increasing specialisation.

  4. The 17+ issue • RPA and the importance of sustained and high quality participation post-16 • Avoiding a ‘wasted’ year • 17+ participation is the major indicator of potential success at Level 3 and progression from Level 2 to Level 3 • But 17+ is also major point of potential disruption in progression • It is arguably becoming the new point of selection • A complex mix of national, local and institutional factors combine at this stage

  5. 17+ retention on schools’ A Level programmes (82%) greater than on schools’ Level 3 vocational programmes (59%). Just under a quarter of Year 12 Level 3 starters had left the sixth form before 18. • Drop out from Level 3 programmes in schools and colleges was primarily at the end of Year 12, particularly for vocational courses. • GCSE attainment affects 17+ participation (remaining until Year 13) • 5 A*-C grades (GCSE only) 72% • 5 A*-C grades (GCSE only) including English and Maths 87% • 8+ A*-C grades or equivalent including English and Maths 87% • 8+ A*-C (GCSE only) grades including English and Maths 91% 17+ in London: key participation & retention statistics (schools)

  6. 17+ in London: key Level 3 attainment statistics (schools) • Broader achievement at Key Stage 4 produces better outcomes post-16. • 65% of London Level 3 learners have at least 5 GCSE A*-C grades including maths and English and they score on average 753 points (just above the national average). • Those with 8+ GCSE A*-C grades including maths and English score on average 795 points – 40 points above the national average. • However, about 30 per cent of Level 3 learners in London schools do not have A*-C grades in English and Maths. Overall, they score on average 540 points compared to the national average of 740 points (This brings the overall London figure down)

  7. Possible causes • Drop-out during the Level 2 course (about 30 per cent) • Non-achievement of Merit or Distinction grades to be able progress to Level 3 (50%) • The pull of the casualisedlabour market and caring responsibilities at home. Level 2 to Level 3 progression in schools

  8. The 17+ issue – a model of risk factors

  9. The potential role of 16-19 programmes of study • Inclusion of Level 2 English and Maths for progression • A possible mix of general and vocational study • A possible mix of Level 2 and Level 3 qualifications for learners with lower GCSE profiles • Inclusion of work experience for motivation, vocational learning and progression • Inclusion of an Extended Project Qualification for both motivation and skill building • Tutorial support, careful monitoring of progress and CEIAG

  10. Building in progression skills in Key Stage 4 • More liaison between Key Stage 4 and Key Stage 5 tutors/teachers • Admissions policies for sustained 17+ participation, particularly for Level 3 learners • Building expertise for high quality, effective and differentiated A Level teaching through ‘communities of practice’ • The role of CEIAG both pre- and post-16 • The possibilities of a ‘three-year sixth’ • A focus on sustained 17+ participation and progression - avoiding low grades, drop-down and drop-out Areas for consideration

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