Trends & Issues in Post-Compulsory Education

Specialist Vocational Diplomas

In 2004 an independent review was undertaken by the government, in which

Sandy Leitch was commissioned.

‘To identify the UK’s optimal skills mix for 2020 to maximise

economic growth, productivity and social justice, set out the

balance of responsibility for achieving that skills profile and

consider the policy framework required to support it’. Leitch

Review (2006)

The outline of this review has recognised the productivity of the UK and

states.

‘The UK must urgently raise achievements at all levels of skills…

become a world leader in skills by 2020…Responsibility…must be

shared between Government, employers and individuals’. Leitch

Review (2006)

This report has a direct link with Tony Blairs’ comment concerning

personalised learning as stated in “Education is the Most Precious Gift” (2006)

‘Personalised learning is the key to modern education… [With] greater

emphasis on specialist diplomas for young people.’

The specialist diploma is a new qualification, aimed at recognising personal

achievement and development that would combine vocational practical skill

development with technical and theoretical knowledge at ages14-19 that ‘will

be available at levels 1, 2 and 3’. (Edexcel, 2006) This new diploma would

give students’ especially young learners’ a more varied scope and route

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through into either Higher Education or employment, therefore giving ‘14-19

year old students the broad skills and specific knowledge required in

the workplace’. (Edexcel, 2006) It would mean that tutors would have to be

extremely thorough in recognising what each student is capable of achieving,

not only which route to take regarding employment but also which subject

area the student would be most likely to specialise in.

Withdrawal of the GNVQ

According to the government policy, outlined by DfES’ the ‘goal to transform

the secondary and post -secondary education’ (Edexcel, 2006) has

already shown some indication about what form this ‘transformation’ would

unfold into and this would explain why the ‘GNVQ will be withdrawn by

2007’ (QCA, n.d) However, taking the place of the familiar and what appeared

to be seemingly outdated GNVQ, will be the change ushered in by Tony

Blair’s ‘expansion of the International Baccalaureate scheme and more

skills academies’ (Education is the most precious gift, 30.11.2006) with ‘ the

introduction of specialised Diplomas which he describes is” key to these

changes”

It will however depend on the schools, colleges and other institutions to

consider how they will take part in this developmental process with the

important factor of ‘ Schools, colleges and others [being] expected to

deliver Diplomas as part of a collaborative local partnership, rather than

acting independently’ (DfES, n.d). With this being a necessity certain criteria

will have and need to be met prior to delivering and offering this new

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qualification where only ‘five Diplomas will be available for teaching from

September 2008’ (Teachernet, n.d). These five select subject areas available

for teaching will be IT, Engineering, Health and Social Care, Construction

and the Built Environment and Creative and Media’. (SSDA, 2006)

Considerations regarding concerns that the provisions of a gateway system

‘taken by regional panels comprising Government offices, LSCs, DDPs,

and Awarding Bodies’ (EDEXCEL, 22 May 2006) have been put into place

that will ‘…assess their readiness to deliver…identify which providers

can offer the Diplomas from 2008’ (DfES, n.d) This deployment is part and

parcel of preparing educational facilities to have everything in place for the

new changes to take effect. For those entering into a collaborative local

partnership with schools, colleges and Universities a deadline was set, back

in 2006 on 11th of December ‘for submission of self assessments’ (DfES,

n.d) in conjunction with this submission, a statement from the LA and LSC

should be in place, primarily to back up their claim, that the readiness to

deliver is pending approval from the regional panel of assessors. Thus the

Gateway system of approach that would target the strengths and/or

weaknesses of the consortium and therefore, if need be to tweak and amend

any relevant, significant areas of development and improvements that would

be appropriate for the moving on to the next stage, being in a ready position if

the ‘Chair of the consensus of the Regional Panels’ (DfES, n.d) reaches a

unanimous positive decision, ‘they will then be able to go forward to apply

for Awarding Body approval to offer the diploma’(DfES, n.d). The results

will be announced by the end of March 2007.

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International Baccalaureate

The difference between the international Baccalaureate system and the level

3 diplomas is that the students studying under the International Baccalaureate

system ‘must study across the 6 subject groups- and…not specialise’

(DfES, n.d.) Which is a completely different method of getting the students to

apply their focus on one particular subject, unlike the choice given that

‘diplomas are broader in scope than the IB- with greater choice

available…but greater opportunities for specialisation’. (DfES, n.d.)

Offering a broader scope would give each student the chance to try out a

variety of specialist subject areas ‘offering a high quality, innovative blend

of general education and applied work related learning’. (DfES, n.d.)

Which would help tutors and students alike to identify which area would best

suit the student.

How will this change affect the FE Sector?

As with the current situation regarding the 14-19 year old student-learning

environment, it is necessary for the providers of the centres of vocational

learning to make sure that provisions are set in place were the range of

opportunities for a braud flexible structured course of learning direction, could

be implemented and therefore maintained. This would be the initial turning

point where ‘existing barriers must be overcome to enable the system to

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work in young people’s best interests’. Education and Skills (2005, p78) In

order for this to happen it would mean ‘schools colleges and training

providers will need to collaborate’. Education and Skills (2005, p78) The

school would already have in place provisions set and agreed upon where

‘institutions working together to meet the needs of young people in an

area will need to analyse what provision is needed’. Education and Skills

(2005, p.78) The relevancy regarding which vocational specialist

‘institutions will deliver it and organise it so that all young people in the

area can access it’. Education and Skills (2005, p.78)

This does not and will not mean that FE will loose out on the students

attending their colleges, by keeping the students on at school till they reach

the new school leaving age of 18/19, to then move onto a course of study in

the HE sector of university. It will however mean that ‘young people will

continue to be based in a school until age 16 but spend up to 2 days a

week in other settings’. Education and Skills (2005, p.79) This is a result of

FE already having the relative professional, specialist vocational or academic

resources already available for easy access for delivery to the learner. The

point is also emphasised in the way that FE ‘Colleges will be of particular

importance’ Education and Skills (2005, p.79) if we bring into consideration

that FE has ‘the largest number of teaching staff with skills and

experience in vocational education [not forgetting] the up-to- date

technical facilities’ Education and Skills (2005, p.80) that are on hand, which

would bring more students ‘increasing numbers of 14-19 year-olds’

Education and Skills (2005, p.80) Into the FE sector of learning. This will help

the students to familiarise with the college environment and therefore bring

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more students from school directly through into the FE sector rather than

staying on at schools. Furthermore with the college environment being the

main leading educational facility for vocational guided learning, Education and

Skills (2005, p.80) states that ‘colleges will also be the major providers of

level 3 vocational pathways for 16-19 year olds’, which only strengthens

the point that there is a definitive link showing ‘schools in each area are

working increasingly with local colleges to share facilities and

expertise’. Education and Skills (2005, p.80)

Which eventually with continued support would add to ‘a network of high

quality facilities’ Education and Skills (2005, p.80), which would put the FE

sector as a primary centre of focus for the student learner.

Conclusion