1 Government proposals to reform vocational qualifications for year olds in England A consultation published by the Department for Education (DfE) on 7 th March 2013
2 What reforms does the consultation propose? On 7th March 2013, the DfE published a consultation proposing reforms to vocational qualifications for year olds. The DfE is asking for views on their proposals to: Performance tableschange g the: Categories for vocational FundingEstablish g whether 19+ learners should be funded to take vocational qualifications that: process and set of characteristics by which level 3 vocational qualifications are judged for inclusion in performance tables. qualificationsintroduce two separate categories of vocational qualification: 'Applied General' and 'Occupational' in addition to academic qualifications. meet the new characteristics but do not conform to the Qualifications and Credit Framework (QCF).
3 What is the proposed timeframe for implementation? When will the new policies i come into effect? The DfE proposes that any policy announcements following this consultation will come into effect in full for the performance tables from What are the interim measures? There will be interim criteria which existing qualifications will be required to meet during a 'Grace period' for the 2016 and 2017 performance tables. Learn more on page 8. What about learners starting in September 2013? This consultation does not impact 2015 performance tables, so learners starting a 2-year course in September 2013 will not be affected.
4 How can I contribute my view on the consultation proposals? At this stage, the DfE is running a public consultation ti and none of these proposals has become policy. The DfE is requesting feedback on the consultation by 10 th May 2013, and is due to announce its response in June 2013, at which point they will confirm any changes to policy. You can: view the consultation document and respond directly to the DfE here join the debate and submit your views in the Pearson Co-Creation Hub, where your opinions will help inform Pearson s response to the consultation.
5 What is the timeline for the consultation? Consultation publishes 7 th March 2013 Consultation closes10 th May 2013 Government response due June 2013 Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec 2013
6 What is the proposed timeline for the reforms? The DfE is proposing a similar process for these reforms as for the high quality non-gcse qualifications: Awarding organisations submit existing qualifications for consideration against an interim set of criteria. June-September 2013 DfE/Ofqual evaluate and approve qualifications meeting these interim criteria. September-October 2013 First teaching of the qualifications that meet the First teaching of qualifications interim standard and therefore that meet the FULL standard count towards 2016 and 2017 and count towards 2018 performance tables. September 2014 performance tables. September Publication of an initial 'List' of approved high quality level 3 vocational qualifications for each of the Applied General and Occupational categories that meet the INTERIM requirements. Publication of the next 'List' of approved high quality level 3 vocational qualifications for each of the Applied General and Occupational categories this time meeting the FULL requirements. November 2015 November 2013 November 2015 The DfE is proposing a 2 year transition - or 'Grace' - period for implementing this set of reforms, similar to the 1 year 'Grace period' schools will be familiar with from the Key Stage 4 reforms. The DfE will identify existing qualifications which only partially meet the full set of characteristics as long as the awarding organisation has committed to redeveloping them to meet the full set of characteristics by The DfE will then publish a list of these qualifications which meet the 'interim standard' in November These qualifications will be eligible for performance tables in 2016 and Learn more.
7 What are the proposed criteria for inclusion in performance tables? Please refer to the full consultation ti document on the DfE website for more detail. Applied General Size at least 150 GLH per year. Grading Pass/Fail not acceptable. External assessment o 'significant amount' required, but no further specification of what this amount should be. Synoptic assessment Appropriate content Progression specifically to further study. Proven track record Occupational Size at least 150 GLH per year. Employer endorsement Assessment o external assessment is not mandatory, nor is grading. o Strong emphasis on employer involvement in assessment. Progression to employment or further study.
8 What does the 'interim standard' mean in the timeline? The DfE is proposing a 2 year transition - or 'Grace' - period for implementing this set of reforms, similar to the 1 year 'Grace period' schools will be familiar with from the Key Stage 4 reforms. The DfE will identify existing qualifications which only partially meet the full set of characteristics as long as the awarding organisation has committed to redeveloping them to meet the full set of characteristics by The DfE will then publish a list of these qualifications which meet the 'interim standard' in November These qualifications will be eligible for performance tables in 2016 and Courses starting in: September 2013 There is no impact on courses starting from September Courses starting in: September 2014 September 2015 For 2-year courses starting September 2014 and September 2015, it is proposed that: only those 'Applied General' qualifications which meet the size and content requirements, and those 'Occupational' qualifications which meet the size and employer endorsement requirements referred to as the 'interim standard' will be recognised in referred to as the interim standard will be recognised in performance measures.
9 How do these proposals relate to the Study Programme? The consultation ti document makes reference throughout h t to the Study Programme, and it is clear that t the DfE has considered how these proposals will fit alongside Study Programmes. We will be working with the DfE during the consultation period to seek clarification on the relationship between the Study Programmes and the proposed vocational qualifications reforms. How will this affect Study Programmes starting in September 2013? Study Programmes have been through a full and thorough consultation process and are now a confirmed policy; the vocational reforms are still in a consultation phase. There is no indication in the consultation document that you need to make any changes at this stage to how you are implementing Study Programmes from September What's the difference between the size required for the Study Programmes and for Performance Measures? The consultation is proposing that a qualification must be at least 150 GLH in size to qualify for headline performance measures. The Study Programme stipulates a qualification 'of substantial size' - of at least 300 GLH - at the heart of the programme.
10 What about entry to HE Institutions and UCAS tariff points? Do these proposals impact entry to HE institutions? There is no indication that this consultation will have any impact on entry criteria to Higher Education (as defined by UCAS). What is the relationship between performance tables and UCAS tariff points? There is no relationship between performance tables and UCAS tariff points, and the DfE has no jurisdiction over the UCAS Tariff. The UCAS tariff system is also currently under review and we will keep you updated with any developments on this.
11 Wales, Northern Ireland and Scotland
12 Wales, Northern Ireland and Scotland Only schools and colleges in England are affected by this consultation. For more information on education policy in Wales, Northern Ireland and Scotland contact: Wales: o p (schools) o (colleges) o (colleges) o (colleges) Northern Ireland and Scotland: o (schools and colleges)
BSc (Hons) in Applied Accounting and Research and Analysis Project INFORMATION PACK Submission Periods 29 & 30 2014-2015 CONTENTS 1) About Oxford Brookes University... 1 2) Eligibility... 2 3) Conversion
The Qualifications and Credit Framework (QCF) and higher education Working together to benefit learners Contents 1 Introduction 4 2 What is the QCF? 5 3 How does the QCF work? 6 4 How is the QCF regulated?
handbook 2014 and 2015 high quality english language courses you can trust Images Mat Wright www.britishcouncil.org/accreditation How to use this handbook How to use this handbook This handbook is valid
March Update The following are summaries of some of the more important issues concerning leaders that have emerged during the past month. Where appropriate, more detailed information is available on relevant
Inspiring leaders to improve children s lives Schools and academies Certificate of School Business Management Programme handbook Professional development Certificate of School Business Management Programme
Get Business Licensed Proposed Details for SIA Business Licensing Conditions October 2013 Proposed Details for SIA Business Licensing Conditions The Home Office has been working with the SIA on the introduction
Completing GCSE, AS and A Level Reform June 2014 Ofqual/14/5466 Contents Foreword... 3 1. Purpose of the consultation... 5 How to respond... 5 2. Background... 5 3. Subject content... 6 4. Developing core
TABLE OF CONTENTS INTRODUCTION... 1 WHAT HAPPENS IF MY CHILD IS HAVING TROUBLE LEARNING IN SCHOOL?... 2 STEPS TO GETTING SERVICES... 3 ANSWERS TO FREQUENTLY ASKED QUESTIONS... 9 REQUEST FOR ASSISTANCE...
Information for registrants Continuing professional development and your registration Contents Introduction 2 About this document 2 CPD and HCPC registration: A summary of CPD and the audit process 2 CPD
NHS Innovator Accelerator Guidance note - for completing the application form Guidance note - for completing the application form Please read the Call for Applications before completing the application
Annex: Proposed Criteria for Accredited School Providers and Accredited Schools Groups 1 Introduction The criteria set out in this document require educational institutions, and consortia of non educational
Grants Management and Systems Administration Masters and Doctoral Scholarships Grants Manual 2015 June 2014 Table of Contents List of Acronyms... 3 Contact Details... 4 1. Introduction... 5 2. Application
Risk Adjustment and Reinsurance Preliminary Workplan for the State of Illinois Prepared by Wakely Consulting Group - Mary Hegemann, FSA, MAAA and Syed Mehmud, ASA, MAAA with contributions from Ross Winkelman,
www.admissions-review.org.uk Fair admissions to higher education: recommendations for good practice Admissions to Higher Education Steering Group Contents Foreword 2 Executive summary 4 Section A: Background
EDUCATION AND ADOPTION BILL EXPLANATORY NOTES What these notes do. These Explanatory Notes have been prepared by the Department for Education in order to assist the reader of the Bill and to help inform
Reforming social work qualifying education The social work degree INTRODUCTION In October 2011 The College of Social Work (TCSW) inherited a suite of reforms from the Social Work Reform Board (SWRB) to
Guidance on becoming an Accredited School Provider or an Accredited Schools Group in the secondary phase. Information on the accreditation system 1 Foreword from the Secretary of State for Children, Schools
BTEC Level 3 Certificate, BTEC Level 3 Subsidiary Diploma, BTEC Level 3 90-credit Diploma, BTEC Level 3 Diploma and BTEC Level 3 Extended Diploma in Issue 2 Pearson Education Ltd is one of the UK s largest
1 (9) 2014-06-27 GENERAL SYLLABUS FOR PHD STUDIES IN BUSINESS ADMINISTRATION (this is a translation of the original document in Swedish 1 ) 120 and 240 higher education credits 1. Subject description The
Insurance Industry Access to Driver Data Business Process Questions September 2013 PAGE 1 of 8 INTRODUCTION Background The Insurance Industry Access to Driver Database (IIADD) programme will give insurers
4 Guide to Developing a Quality Improvement Plan September 2013 Copyright The details of the relevant licence conditions are available on the Creative Commons website (accessible using the links provided)
UK Quality Code for Higher Education Part A: Setting and Maintaining Academic Standards The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies October 2014 PART A Contents List
Standards to support learning and assessment in practice NMC standards for mentors, practice teachers and teachers Front cover, from left to right: Julie Dalphinis, Clinical Learning Environment Lead (West)
CONTENTS Overview... 1 Tiered Certification... 1 Other Changes... 3 Information for Georgia Educators... 5 Clear Renewable Certificate Holders... 5 Non-Renewable Certificate Holders... 5 Information for
Qualifications Awarded by Two or More Degree-Awarding Bodies Characteristics Draft for consultation December 2014 UK Quality Code for Higher Education, Part A: Setting and Maintaining Academic Standards
Report by the Comptroller and Auditor General Department for Business, Innovation & Skills Investigation into financial support for students at alternative higher education providers HC 861 SESSION 2014-15
CPD requirements for psychologists providing clinical psychology Medicare items under the Better Access initiative Frequently Asked Questions Annual cycle ending 30 November 2011 The APS has been delegated
Northern Ireland Social Care Council The Assessed Year in Employment (AYE) for Newly Qualified Social Workers in NI Revised Guidance for Registrants and their Employers May 2014 (Version 1) Produced by: