Starting Points
The 14-19 reforms are part of wider action to:
- develop a high skill economy to meet the challenges of globalisation
- ensure that young people’s backgrounds do not determine their success
- ensure that the education system meets young people’s needs whatever their abilities and aspirations.
The Government is committed to developing an education system for 14-19 year olds that will prepare all young people to succeed in life. The 14-19 reforms, which are designed to transform the current system, have three main elements:
raising attainment now – getting young people to stay in learning now, getting them on the right courses, keeping them there and helping them to achieve
e.g. the introduction of the ‘September Guarantee’; the provision of intensive, targeted support for young people not in education, employment or training; and the 14-16 re-engagement programme
14-19 curriculum and qualifications – creating a new entitlement so that more young people are motivated and engaged and so that what they learn is a better preparation for life
e.g. introducing functional skills qualifications, introducing 14-19 Diplomas covering the major occupational sectors of the economy. expanding the International Baccalaureate, and strengthening apprenticeships
creating the right local delivery structures – the workforce, providers, facilities, local partnerships and arrangements that are capable of delivering the curriculum and qualifications entitlement
e.g. requiring local authorities and learning and skills councils to ensure that there is sufficient provision in an area; establishing local 14-19 partnerships; developing local 14-19 prospectuses; and providing learning visits and other professional development opportunities.
The 14-19 reforms will give all young people the opportunity to choose a mix of learning that motivates, interests and challenges them. They will widen young people’s choices and open up new progression pathways, making it vital that all receive good quality, timely and impartial IAG underpinned by effective careers education. Good quality careers education and IAG are crucial in relation to both the current and the future system. The 14-19 Diploma Gateway includes the collaborative delivery of IAG as one of its key criteria.
Schools, colleges and others are expected to collaborate in the delivery of Diplomas rather than acting independently. Consortia must pass through the Gateway process before they can offer the Diplomas. This process promotes continuous improvement and is designed to:
- secure the effective delivery of Diplomas; and
- ensure that all young people are fully prepared for better jobs and further learning opportunities.
To pass through the Gateway, consortia must identify the strengths, weaknesses and areas for improvement in current provision and say how they plan to improve. In relation to IAG they must set out their arrangements and:
- demonstrate that they have in place, or will develop, effective and timely provision of IAG on curriculum choices and progression routes for young people of all backgrounds and abilities, integrated with their overall careers education programme
- show how IAG provision will raise aspirations, encourage future participation and attainment, challenge stereotypes, address different attainment groups, reach all young people and their parents and carers, and connect to employers and higher education
- outline action to achieve required improvements so that young people make informed choices about their options.
Questions to ask yourself
- How well do your provision and practice meet the Gateway process requirements?
- How do you know?
- How could you improve your provision and practice?
See also:
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Information
Raising Expectations: staying in education and training post-16
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