Flexibility and choice are the future of qualifications #FutureofEducation

Principles for funding – : purpose, necessity, progression and quality.

Whatever principles are to be applied, the department may find it useful to consider whether an element of independence in the decision-making process would be beneficial in demonstrating the fairness of decisions e.g. through establishing some form of commission or independent reference panel to make recommendations to the department.

It will be essential that the detailed requirements relating to these principles are clearly defined and transparent to ensure AOs understand the criteria their qualifications will be judged against for the purposes of funding.

The best way to implement any additional requirements would be through an update to the General Conditions and not through the development of an additional and separate layer of requirements.

The criteria specified in relation to quality raise a number of concerns for AOs. There needs to be flexibility to ensure AOs can continue to design qualifications that meet the needs of a diverse range of learners. Constraining design and innovation through a prescriptive and rigid set of requirements is not an effective way forward.

Ofqual’s focus on overall validity of a qualification is a more effective way forward than a rigid set of design characteristics for all qualifications.

Standalone qualifications in personal, social and employability skills

The Federation strongly believes standalone qualifications in personal, social and employability skills are vital and should continue to be available to a wide range of learners.

These qualifications serve a range of valuable purposes, including improving self-esteem, support adult returners who may need a broad-based introduction to an employment sector and contain essential life skills that are often not included within specific sector qualifications.

The fact that there may be high numbers of these qualifications should not automatically call into question the quality of the qualifications. If anything, it demonstrates the market need for a range of qualifications that are designed to respond to the needs of a diverse group of learners.

If the department’s intent is to establish principles that will be applied to qualifications to decide their suitability for future funding, it is not clear why these principles would not be applied to this category of qualifications.

It is also worth noting the Department’s own research on the wider (non-market) benefits of post 18 Education for learners and society which concludes that Education can improve wellbeing and quality of life – evidence suggests a causal link between informal learning and formal learning leading to a qualification and increased wellbeing as measured by quality of life scores. Formal learning not resulting in a qualification, on the other hand, does not appear to have the same effect.

Adults

Adults in particular will require access to a range of qualifications which provide flexibility to respond to a wide range of needs e.g. short courses or on-line courses, modularised provision, distance learning, part time study, day release, evening courses, intensive study blocks etc.

Overlap

It is essential to recognise that T levels will not be suitable for all post 16 learners who do not wish to take A levels. A range of options need to be available to meet a wide range of learner needs and ensure there are real opportunities for social mobility.

Progression to level 3

Post-16 qualification reform could best support more people to achieve at level 3 by ensuring there is a wide range of funded qualifications available to meet the diverse needs of learners. A narrow offer at level 3 will not provide the range of options needed to support different types of learners.

There needs to be provision available that leads to qualifications other than T levels and A levels and recognition of the fact that one size will not fit all types of learners.

It may be useful to consider whether recent reforms at key stage 4 have impacted on the likelihood that learners will progress to level 3 in technical and vocational areas. With no, or limited exposure to technical learning up to 16, it is less likely learners will opt to move into a technical subject at level 3.

Effective information, advice and guidance is important to ensure learners are aware of the full range of options, including technical education.

Learners may want to combine different types of qualifications e.g. A levels and Applied Generals or technical qualifications. The introduction to a broad vocational/occupational area through an Applied General/Tech Level can complement A level study.

Not everyone will want or need to progress to level 3. For some learners access to a job is the most important factor and, in some sectors, this requires level 2 skills.  Where employers demand level 3 skills, it will be more likely learners progress to this level on a more frequent basis.

Level 1 and below

Entry and level 1 qualifications provide an appropriate starting point on the ladder of opportunity for many young people and adults. Qualifications at Entry and Level 1 meet the genuine needs of a diverse group of learners including school refusers and return to learn adults.

No enrolment qualifications

There may be sound reasons for maintaining a qualification in funding.

This issue could be addressed through a simple administration process.

Any process to remove qualifications from funding must include:

An exceptions process to provide an opportunity for AOs and/or providers and employers to make a case for where no enrolment qualifications should be considered for continued funding.

An appeals process so AOs have the opportunity to appeal a decision to remove a qualification from funding.

Low enrolment qualifications

There are a number of reasons why a low enrolment qualification needs to remain in funding e.g. it may serve an important niche sector in England or it may have been designed to meet the needs of a specific groups of learners with protected characteristics.

Any process for considering which qualifications to remove from funding should include:

• An analysis of the overall size of the sector (to ensure qualifications in niche areas are not removed from funding);
• An exceptions process to provide an opportunity for AOs and/or providers and employers to make a case for where a low enrolment qualifications should be considered for continued funding.
• An appeals process so AOs have the opportunity to appeal a decision to remove a low enrolment qualification from funding.