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Gareth Griffiths YPLA Room at the Top Disadvantage Deficit

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									Room at the Top

Improving outcomes for
disadvantaged young people


Gareth Griffiths
Head of Curriculum and Qualifications Policy
Young People’s Learning Agency

                                               Championing Young People’s Learning
‘14-19’:
How it is




            Championing Young People’s Learning
‘14-19’: the landscape

 Government policy:      Vocational learning
 Freedom, fairness,
 responsibility

                         Literacy and
 Budget deficit          numeracy



 An appropriate role     Closing the
 for Government          attainment gap


                               Championing Young People’s Learning
Cutting the budget deficit

‘Contributing to the reduction in the budget deficit and spending less
   public money on curriculum support.’

•   June 2010 £6bn savings across Government
•   £670m from education; £60m from 14-19
    QCDA, Becta, GTC to cease over time
•   £1.16bn from local government; £311m from ABG
    Connexions; 14-19
•   CSR: 0.1% increase for schools; pupil premium; EMA; reduction
    in DfE budget; RPA; Schools White paper

                                                        Championing Young People’s Learning
An appropriate role for Government
‘It’s not for Government to decide which qualifications pupils should take, or
     to force the development of new qualifications … Instead, we will devote
     our efforts to making sure our existing qualifications are rigorous,
     challenging and properly prepare our young people for life, work and
     study’


•   No central Government or agency role to develop qualifications
•   Freedom for schools, colleges to choose quals and determine the curriculum
•   iGCSEs to be available in schools
•   Extended Diploma, Gateway, Diploma entitlement, collaboration no longer
    required
•   English baccalaureate.
                                                              Championing Young People’s Learning
Vocational education
‘We will improve the quality of vocational education, including increasing
  flexibility for 14–19 year olds and creating new Technical Academies as
  part of our plans to diversify schools provision.’
                                                                                   Coalition Agreement



•   Foundation Learning
•   Advanced Apprenticeships, ‘pre-apprenticeship’
•   Wolf Review (to report April 2011)
     •   How can we improve the organisation of vocational education for 14-19 year olds?
     •   What is the appropriate target audience for a vocational education offer?
     •   What principles should underpin content, structure and teaching methods?
     •   How can we improve progression from vocational education to positive destinations?

                                                                      Championing Young People’s Learning
 Closing the Gap


‘The ethical imperative of our education policy is quite simple - we have to
   make opportunity more equal. We have to overcome the deep,
   historically entrenched, factors which keep so many in poverty, which
   deprive so many of the chance to shape their own destiny, … It is a
   unique sadness of our times that we have one of the most stratified and
   segregated school systems in the developed world.’
                                                                              Michael Gove




                                                          Championing Young People’s Learning
The Context for
Disadvantage




                  Championing Young People’s Learning
Room at the Top

                           ‘You’re the sort of young
                           man we want.
                           There’s always room at
                           the top.’

             Britain’s got talent – lots of it. It is not ability
             that is unevenly distributed in our society. It
             is opportunity.
                                                             Alan Milburn

                                                Championing Young People’s Learning
The Road Map i




                 Championing Young People’s Learning
The Road Map ii




                  Championing Young People’s Learning
100% for 100%?




                 Championing Young People’s Learning
Opportunity
hoarding
     A typical doctor or lawyer of the future is growing up in a family that is
      better off than five in six of all families.
     A typical engineer or teacher of tomorrow is growing up in a family that is
      more affluent than two in three families.

    7 per cent of the population attend private schools
      yet …
         – 75 per cent of judges
         – 70 per cent of finance directors
         – 45 per cent of top civil servants
         – 32 per cent of MPs
                                    … are privately educated.
                                                                Championing Young People’s Learning
Literacy and numeracy
‘The biggest obstacle for white working class boys, and to a
   lesser extent, girls, is their lack of literacy skills’
                                                        EHRC 2009




   Poor reading and writing scores translate into low achievement
    during adolescence with subsequent lack of motivation
   Low ability in reading is one of the key reasons for
    disengagement
   Advanced Bridging Courses: post-16
   Functional skills.


                                                                    Championing Young People’s Learning
Level 3 Achievement: English/maths 2009
                                    5 GCSEs                                 57%
   L2 not Eng & Maths




                        GNVQs or GNVQ/GCSE                    35%


                               Apprenticeship   16%


                                 NVQ level 2                  35%


                                 VRQ level 2            23%


                                    5 GCSEs                                                      83%
   L2 inc Eng & Maths




                        GNVQs or GNVQ/GCSE                            45%


                               Apprenticeship     19%


                                 NVQ level 2                    38%


                                 VRQ level 2          20%


                                                                                  Championing Young People’s Learning
Meeting the challenges and improving outcomes

• Developing a learning programme that is responsive and supports
  progression
• Giving learners the right information, advice, guidance and individual
  support
• Making learning relevant to the workplace
• Ensuring a good level of literacy and numeracy
• Raising aspirations and engaging learners
• Establishing a culture of continuous improvement through consistency,
  monitoring and professional development.
Ofsted 2010



                                                          Championing Young People’s Learning
Room at the Top:
Take five




                   Championing Young People’s Learning
And why?
Talking of opportunity
‘Increased opportunities for work-based and practical learning
may improve young people’s engagement with more formal
learning. The suggestion of creating pre-apprenticeships and bite-
size vocational qualifications was suggested by several
stakeholders in the review.’
                                                                         EHRC 2009



     ‘The best providers use new qualifications and learning routes to
        allow learners to work at a pace and level that suit them’
                                                                          Ofsted 2010


                                                        Championing Young People’s Learning
And why?
Learn from history
‘In colleges, the highest-attaining students are the most
    consistently well served. Advanced-level students in sixth form
    colleges receive teaching that is almost always at least
    satisfactory. As a result, they achieve well. Some of the most
    vulnerable young people need to be better served.’
                                                             Ofsted 2005




                                                         Championing Young People’s Learning
And why?
Much excellence … less equity
In 2008/09, 33.3 % of pupils in the most deprived 10% of areas
   achieved 5 or more GCSEs at grades A*-C or equivalent
   including English and maths, compared with 72.2 %in the
   least deprived 10% of areas.

   Nearly half of NEET young people come from lower socioeconomic
    backgrounds, compared with less than a quarter of university students
   One in seven on FSM leave without a GCSE pass at 16, compared to 2 per cent
    of all pupils
   Across a range of countries, the impact of family background on maths results
    was highest in the UK.
And why?
The numbers
‘… the gap in attainment opens by 22 months and an FSM
child has around 3 times worse odds of achieving good
school outcomes than a non-FSM child at every point in
their education after age 5’
                                              (DCSF March 09 p15)




                                           Championing Young People’s Learning
And why?
Half our future…still!
‘Despite some splendid achievements … there is still much
   unrealised talent especially among boys and girls whose
   potential is masked by … the limitations of home background.
   The country cannot afford this wastage, humanly or
   economically speaking.

The schools will need to present education in terms more
  acceptable to the pupils and to their parents, by relating more
  directly to adult life, and especially by taking a proper account
  of vocational interests’
Half our Future 1963



                                                      Championing Young People’s Learning
Room at the Top

Improving outcomes for
disadvantaged young people

Gareth Griffiths
Gareth.Griffiths@ypla.gov.uk




                               Championing Young People’s Learning

								
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