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									DfE Response to the
    Wolf Report



      CIG Meeting
     25th May 2011
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 Qualifications
2. 16-18 Curriculum
3. Lower Attaining Pupils
4. 16-18 Funding
5. Apprenticeships
6. Strengthening vocational teaching in schools
7. Enrolling students in colleges pre-16
8. Work experience
9. Ofqual and Qualifications Design
10. 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 ?
DfE Response to the
    Wolf Report



      CIG Meeting
     25th May 2011

								
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