CIG Meeting

25th May 2011

DfE Response to the Wolf Report

Conclusions (18th March, KS4 focus) All young people should receive a high

quality core education avoiding premature specialisation at KS4

The system should encourage variety, innovation and flexibility

Strengthen the links between vocational education and the labour market

Do far more, far more actively to help young people enter the labour market

Wolf Report - Government Response Original eport published 3rd March

197 Pages

1. Introduction

2. Social and Labour Market Context

3. Educational Context

4. An Audit of Current Provision

5. Recommendations (27 of these, 4 accepted immediately by SoS)

“A brilliant and groundbreaking report”

Wolf Report - Government Response Published 12th May

20 pages, 4 of which list the recommendations

A simple summary:

“We accept all the recommendations”

but……..

“We need to work out how to implement them”

Ten headings:

1. 14-19 Vocational Qualifications2. 16-18 Curriculum3. Lower Attaining Pupils4. 16-18 Funding5. Apprenticeships6. Strengthening vocational teaching in

schools7. Enrolling students in colleges pre-168. Work experience9. Ofqual and Qualifications Design10.Performance Indicators and Published

Information

Vocational Education is immensely valuable:

1.“First, it is an essential part of a broad curriculum........If either academic or vocational study is over-emphasised, to the detriment of the other, we impoverish the opportunities available to young people in this country.”

Vocational Education is immensely valuable:

2. “Vocational education is a vital underpinning for our economy.......We must, therefore, put in place the reforms needed in our education system to address the long term weaknesses in practical learning.”

Three Key themes

Ensure that all young people study and achieve in English and maths, ideally to GCSE A*-C (but will identify high quality qualifications for those not immediately able to achieve this standard).

Reform performance tables and funding rules. Those vocational qualifications that attract performance points will be the very best – in terms of content, assessment and progression.

Simplify Apprenticeships, remove bureaucracy and make them easier for employers to offer.

KS4 Vocational Qualifications

Preferred vocational qualifications in KS4 will: Have rigorous assessment (including a %

which is external) Provide good progression opportunities to L3 Offer rigour, breadth and depth Be sized to complement the academic core “The most important thing is that the choice

of course or qualification is driven by what is best for the pupil, not the performance table score”

16-18 Curriculum

Principles for a programme to include contact time, English & Maths issues, qualifications to be of “substantial size”, rigorous assessment, good progression opportunities

For those who fail to achieve GCSE En & Ma by age 16, consider whether there are other qualifications that provide significant progress towards future GCSE success

Lower Attaining Pupils

We must raise the attainment of the lowest performing so that more are well placed to progress

Post 16 programmes to support achievement in En, Ma and incorporate valuable work experience

Foundation Learning is too rigidly structured and qualification driven – independent evaluation (summer 2011) to inform recommendations to be published in December

New performance measures relating to progress

16-18 Funding

Needs radical change to “remove perverse incentives to accumulate qualifications rather than provide sensible, balanced and broad programmes of study”.

Review to consider move from funding qualifications to funding learners.

Apprenticeships

Proposals in the autumn on adapting or supplementing Apprenticeship frameworks to reflect the importance of a broader programme of study

English and maths: GCSE or Functional Skills

Review role of Sector Skills Councils in developing frameworks

Work Experience

“Genuine work experience is an important part of a student’s programme of study while remaining in education, and we are committed to supporting schools and colleges in achieving this aim.”

Promotion of post 16 work experience, including consideration of reimbursing employers.

Removal of statutory duty to provide work related learning at KS4 for 2012/13

Performance Indicators and Published Information

“More information needs to be available to inform choice of provider post 14 and to support accountability”

“We will encourage the publication of more information, but not insist on it, and will re-visit the issue in future to see how many institutions have responded.”

What’s not mentioned

E Bacc

80:20 split

“We want the vast majority of 14-16 year olds to be taught an academic core, which can be supplemented by a vocational element”

Wolf is about vocational education, but......

The DfE response points to big changes in GCSE:

To be a “more reliable indicator of achievement in the basics”

Reduced modularisation and fewer re-sits

Ensure exams are typically only taken at the end of the course

Strengthening SPAG

Wolf Report - Government Response Page 15 timetable – it’s going to be a long,

hot summer for some…………….

Discussion and feedback

How has your institution responded so far ?

What are the opportunities and challenges ?

What will be your next steps ?

What should our next steps be collectively ?

CIG Meeting

25th May 2011

DfE Response to the Wolf Report