Background
As part of the white paper on 14-19 Education and Skills reform the government has introduced a new range of qualifications known as 14-19 Diplomas. The diplomas are available alongside the more traditional GCSE’s and A Level qualifications, providing a broad programme of applied learning underpinned by essential skills, mainly functional English and Mathematics. They provide pupils with a more stimulating way of effectively preparing themselves for HE and employment, combining theoretical study with applied on-the-job learning.
The aim of the new diplomas is to increase the participation in education and training of post 16 students from the current level of 75% to 90% over the next decade. Students with HE aspirations can be sure that achieving a level 3 diploma will be ideal preparation for undertaking a degree. Also, because students will be taught by specialists, operating out of local partnerships of schools, work-based-learning providers, colleges and employers with relevant and up to date skills, in an appropriate environment and using realistic contexts and materials, the diplomas are an ideal gateway into the workforce.
Employers have become increasingly concerned that the traditional GCSE’s and A Levels are significantly easier to attain than in the past, which has weakened their credibility and value, and that young people generally emerge from education lacking a broader grounding in necessary skills. This is why it is very important that the diplomas are to be employer lead and that young people entering the workforce should possess all the qualities essential for helping to make the British economy more competitive on the international stage.
The primary aims of the diplomas are to provide a world class standard of learning which not only provides the very relevant skills and knowledge that employers are crying out for, but also stimulates and motivates the learners to achieve. They do this by distilling the prime elements of GCSE’s and A Levels and adding new practical content. Different styles of learning can be applied in different settings as appropriate and students have more flexibility to tailor-make the qualification aswell as having the scope to change direction en-route if certain elements capture their interest as they progress. They can also benefit from intensive personal guidance and support along the way. Another interesting refinement on the traditional structure of study is that the students are assessed when they are deemed to be ready rather than after a fixed period, this obviously benefits both more advanced students who will gain more opportunity to progress and those who need more time to assimilate information in preparation.
The diplomas are structured over three levels; Level 1 being the equivalent of 4 to 5 GCSE’s, level 2 being the equivalent of 5 to 6 GCSE’s and level 3 being the equivalent of 3 A Levels.
The first five diplomas that were introduced in September 2008 are in;
i) IT;
ii) Society, Health & Development;
iii) Engineering;
iv) Creative & Media;
v) Construction & the Built Environment.
The following September will see the introduction of the next five;
i) Land-Based & Environmental Studies;
ii) Manufacturing;
iii) Hair & Beauty;
iv) Business Administration & Finance;
v) Hospitality & Catering.
A further four subject areas will then become available from September 2010;
i) Public Services;
ii) Sport & Leisure;
iii) Retail;
iv) Travel & Tourism.
You can find out more by visiting www.qca.org.uk
