The ‘Increased Flexibility for 14-16 Year Olds’ programme (IFP)
A general guide and overview.
“For too long, vocational studies and qualifications have been
undervalued. This
must change – we must introduce qualifications and pathways
that are of an excellent standard, that deserve and are
accorded high status….” Secretary of State, Consultation
document – ’14-19 extending opportunity, raising
standards’
The ‘Increased Flexibility for 14-16 Year Olds’ programme (IFP)
Background
One of the priorities for this Government is to radically improve the
education and training available to young people and adults.
In particular the Government is determined to secure an
excellent system of vocational and technical education fit for
the modern world.
Research conducted by the Department for Education and Skills has shown
that vocational and work-related learning can be effective in
raising standards. Such
learning, when effectively matched to the needs of young
people, can result in greater motivation and attainment,
leading to a sense of purpose and greater direction.
The task now is to develop high quality vocational options for young
people, with new forms of vocational education and expanded
apprenticeship opportunities. In the future such options will be a positive choice, and not
a second-class fallback.
The first steps in this direction have already been taken. Eight new
GCSEs in vocational subjects were available from September
2002 (an information leaflet is available – see ‘Further
Information’ section). They are: Applied Art and Design
(Double Award); Applied Business (Double Award); Engineering
(Double Award); Health and Social Care (Double Award); Applied
Information and Communications Technology (ICT) (Double
Award); Leisure and Tourism (Double Award); Manufacturing
(Double Award) and Applied Science (Double Award).
The ‘Increased Flexibility for 14-16 Year Olds’ programme is
intended to complement the introduction of the new GCSEs and
provide another important development in the creation of a
coherent 14-19 phase, which ensures choice, continuity, and
progression in learning for students of all interests and
abilities.
Aims
The ‘Increased Flexibility for 14-16 Year Olds’ programme (IFP) is a
£38 million initiative, initially over two years, that aims
to:
·
Raise
the attainment in national qualifications of participating
students;
·
increase
their skills and knowledge;
·
improve
social learning and development; and
·
increase
retention in education and training after 16.
Targets
The
partnerships are expected to aim for agreed targets for
attainment, retention and attendance:
·
One-third of the young people involved (in a
partnership) should gain at least one GCSE in a vocational
subject at Level 2, over and above their predicted
GCSE outcomes);
·
One-third should gain at least one NVQ at Level
1, over and above their predicted GCSE outcomes;
·
Three-quarters of the young people involved
should move into further education or training; and
·
Attendance rates should match the average for
Key Stage 4.
Implementation
The partnerships aim to support the new GCSE qualifications, provide
opportunities for courses that combine new GCSE qualifications
courses and other vocational awards, and enable the formation
of training and work-experience placements linked to
qualifications.
In almost all instances the partnerships involve colleges of
further education; some exceptions are partnerships between
schools and a university, local training centre or LEA centre.
Around 273 local partnerships have been formed,
involving more than 2000 secondary schools.
Over 30,000 students are expected to join the programme
in September 2002.
It
is likely that most schools, which begin these courses, will
be funded through IFP; however, some schools will choose to
offer the new GCSE courses without becoming members of a local
partnership.
Career education and guidance
CEG is vital to the success of the programme.
Well-informed decisions about the range of options available
on the programme will help match students’ needs with the
right course. Good quality advice should also be available to
help students manage their off-site studies and alert them to
the benefits of working with local employers.
Of course, such advice will continue to be available
for the duration of the programme – through both the
statutory careers guidance available and by drawing on the
Connexions service. Access to thorough, relevant and
up-to-date guidance on further education, career options and
training prospects will help improve students’ decisions
about their future.
Support for the partnerships
Financial
and other support is being routed via local Learning and
Skills Councils. The Learning and Skills Development Agency (LSDA)
are delivering programmes of training. Local partnerships will
also have access to networks dedicated to the spread of
effective practice, expertise and materials (particularly in
respect of the new GCSEs). In addition, regional and local
area co-ordinators will have roles in enabling good
communications and training, sharing of good practice, and
supporting placements. The Government’s regional offices are
also in receipt of funding to help engage employers in the
programme and improve communications.
Qualifications
As part of the programme some students will be taking part of
their curriculum at a college or training organisation. This
opportunity will give students access to a broad range of
vocational awards such as National Vocational Qualifications (NVQ), BTEC First Diplomas and City and Guilds Progression
Awards.
A number of vocationally related qualifications, which are known as
Technical Certificates, have also become available. They can
be accessed from DfES
S96 website: www.dfes.gov.uk/section96
and QCA’s website: www.qca.org.uk.
Taken in combination with the new GCSE courses in vocational subjects
and other GCSE titles, courses leading to these qualifications
are likely to provide students with secure progression to
foundation or advanced modern apprenticeships.
Links
with employers
Students might also elect to join a programme that provides them with
extended work experience with an employer. Work experience
having these dimensions is likely to be distinctly different
from the conventional two-week experience taken by virtually
all students in Key Stage 4.
It may have some or several of the following
characteristics:
·
succession
of different work placements, each aimed at providing learning
relevant to particular aspects or stages of a course;
·
block
placement, for example a two-week or three-week period during
each year of the course;
·
succession
of experiences forming a progression within the company, with
supervision and mentoring by the employer's staff, and
external verification of standards attained in the skills area
concerned;
·
scrutiny
of internet sites of companies remote from the area but
relevant to the student’s course;
·
project
work at the school or college entailing support and challenge
by visiting employers or specialists 'in residence'; and
·
attendance
by a group of students at an industry partnership centre or a
centre of vocational excellence related to particular aspects
of their course.
Monitoring
and evaluation
In addition to the national evaluation by the DfES and OFSTED, the local
Learning and Skills Councils, LEAs and individual schools will
all have interests in monitoring and evaluation. Target
setting and added value measures are likely to be key features
of partnerships and will entail individual learning plans
where some or all courses take place at colleges or training
organisations.
Communication
The partnerships share information and professional practice by means of
their websites. There will be local and regional events to
support the partnerships and enable the sharing of
professional practice. Those who wish to receive regular
information and newsletters should contact the LSDA (tel: 020
7297 9000, or e-mail: enquiries@lsda.org.uk.
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Employer Participation
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