Working with Awarding Bodies This is a subtitle Design and develop qualifications with rigorous...
-
Upload
lee-barnett -
Category
Documents
-
view
217 -
download
0
Transcript of Working with Awarding Bodies This is a subtitle Design and develop qualifications with rigorous...
Working with Awarding Bodies
This is a subtitle• Design and develop qualifications with rigorous
assessment processes which are valued by learners, providers, employers and universities.
• The UK Regulators are:– Ofqual (England)– CCEA Northern Ireland)– Welsh Government (Wales)– SQA (Scotland).
• We are also accountable to DfE, BIS, Professional Bodies, employers and universities
What do Awarding Bodies do?
This is a subtitle• Assess and demonstrate the need• Co-creation• Regulated Qualification Framework (RQF)• Technical Guidance (e.g. size (TQT); level; design; development;
internal/external assessment and grading• Aim and Purpose• Fit for Purpose:
– Valid– Reliable– Comparable– Manageable– Minimising Bias
• SUPPORT
Regulatory Requirements
This is a subtitle• ‘Direct line of sight’ to workplace – employer ownership and
involvement • Only DfE approved qualifications count in Performance Tables• Criteria include:
– External Assessment– Synoptic Assessment– Grading– Employer/Professional Body/University support– One resit opportunity only
• Applied General or Technical Level qualifications only
DfE Reform of 16-19 Qualifications
TechBac: BACCALAUREATE APPROACHES
SEVEN KEY WORKPLACE SKILLS:• Communication • Digital Skills • Enterprise • Delivering Results• Innovation• Self-development • Workplace Literacy
Direct line of sight to work
Extended Project Qualification
• DfE approved Tech Level Qualifications (TLQ) at the heart - designed by industry practitioners
• TLQs carry up to 420 UCAS points, dependent on size and grade
• Work placement• Online mentoring
Learners complete a project in their technical area, ideally related to real work placement challenges
Promotes independent learning through planning, research, evaluation and problem solving
120GLH and carries UCAS points (70 – 20, dependent on grade)
Assessment Launch timetable
Externally set and marked on-line assessment AND externally set, internally marked synoptic assessment, usually practical
Pioneer 2014 onwardsEarly Years, Engineering, Digital/IT, ConstructionPioneer 2016 onwards includesBuilding Services, Business, Hair/Beauty, Health and Social Care, Hospitality/Catering, Land based, Performing Arts, Sport, Transport, Travel, Art, Design, Creative and Media
Up to 490 UCAS points for whole TechBac….
This is a subtitle• External Assessment (min 40%)• Synoptic Assessment• Applied skills and knowledge• Graded• Declared purpose and size (min 150 GLH)• Recognition (3 letters of support from HEIs
including HE in FE Colleges)• Tracking learners’ progress
Applied General Qualifications
This is a subtitle• Designed to address concerns about vocational
learners being insufficiently prepared for university study
• Developing Higher Level Study skills• Preparing for university and other higher level
study career options
Higher Level Studies Qualification
This is a subtitle• Existing Apprenticeships seen as bureaucratic
and not meeting employer needs• New Apprenticeships:
– Employer designed and owned– End assessment – no qualifications necessarily– Higher Apprenticeships – one third of standards are at
Level 4 and above– Partnerships – HE is central to delivery, Awarding
Bodies can deal with bureaucracy, funding and QA
•
Apprenticeship Reforms
This is a subtitle• University and Awarding Body Vocational Qualifications
Committee:– Awareness and understanding by both parties– Identify, disseminate and promote benefits of
collaboration– Test and facilitate approaches– Supporting partnerships and contacts– Support UCAS Tariff nominations– Explore joint working on higher level Apprenticeships– Advice to other sector bodies (e.g. CIMSPA)
•
UVAC and the FAB HE Forum
This is a subtitle• How can we overcome identified issues?• How can Awarding Bodies assist with Widening
Participation challenges?• How can Awarding Bodies support the
development of higher level Apprenticeships?• How can we better prepare our learners for
University success?
Discussion Tables