|
|
 |
 |
|
  |
 |
|
|
|
|
|
|||||||||||||||||||||
|
FAQ for Schools
Q.
Where do key skills fit into the Qualifying for Success Reforms?
Q. Where do key skills fit into the Qualifying for Success Reforms? A.The Government is committed to broader study post-16, drawing on more flexible A levels and vocational qualifications, and underpinned by rigorous standards and key skills. The Qualifying for Success reforms, implemented in schools and colleges from September 2000 (and commonly known as 'Curriculum 2000'), remain central to the Government's strategy for raising standards in post-16 education. The Government believes that the new qualifications give young people the opportunity to take on programmes that are both more flexible - and thus better suited to their individual needs - and more demanding overall.
Q. What are Government expectations? A.As stated in its initial response to the QCA's review of Curriculum 2000, the Government is convinced of the need for all young people whether in education or training post-16 to be given a solid basis in the key skills of communication, application of number and IT. This is essential if they are to compete effectively in the labour markets of the 21st century. All programmes of education and training should include the opportunity to improve key skills in these areas.
Q. Are there any qualifications that can be accepted as a proxy? A.The Secretary of State also asked the QCA to work urgently to consider a greater range of proxy qualifications for key skills and to work with the awarding bodies to reduce the assessment burden and thus improve the quality of assessment - and to offer guidance to schools and colleges on that reduction as quickly as possible. The same range of proxy qualifications and advice on assessment practice is available to work-based providers. The updated list is available at http://www.qca.org.uk/nq/ks/proxy_qualifications.asp
Q. Can you tell me more about tailoring key skills? A. The Secretary of State asked the QCA to issue guidance to schools and colleges supporting a much more tailored use of key skills reflecting individual students' goals and needs. The key skills update is on the QCA website at: http://www.qca.org.uk/nq/ks/200109_update.asp This 'tailoring' principle applies equally to work-based trainees and is already anticipated in the varying key skills requirements specified by National Training Organisations (NTOs) in their Modern Apprenticeship (MA) frameworks. The Secretary of State also asked the Learning and Skills Council to reflect these changes in its 2001-02 funding arrangements for colleges, such that where institutions agree a more tailored use of the key skills qualifications for individual students the college does not suffer a financial penalty.
Q. How often are the tests available? A.There are five test opportunities in 2001/02 (November, January, May, June and August). This is the same number as in 2000/01, although spread over a longer period to accommodate, amongst other things, the needs of the work-based route. The dates have been published on the QCA website at http://www.qca.org.uk/nq/ks/kskills_assessment_dates.asp
Q. What has happened since the QCA Review? A. The full text of the QCA report on key skills can be found at www.qca.org.uk/pdf.asp?/nq/key_skills_review01.pdf. Its main points are summarised briefly here: What we have already done: · withdrawn the combined certificate the Key Skills Qualification from September 2001; What we are now doing: · further work to identify more proxy qualifications;
Q. How are key skills funded in Further Education? A. The full text can be found on the LSC website at: www.lsc.gov.uk/news_detail.cfm?id=10. Providers are expected to deliver key skills appropriate to the needs of the individual student. Where students have not already achieved A*-C grades in GCSE Maths, English or ICT, their programmes should lead to the acquisition of relevant key skills qualifications at level 2. Where students are starting on advanced level study with the aim of pursuing a professional or higher qualification, then institutions should support them in gaining at least one relevant key skill qualification at level 3. Where these expectations have been met, students will not be required to register for further key skills qualifications in order to continue to claim funding for the entitlement package. They will, however, be expected to continue with the tutorial and enrichment elements of the entitlement package. This change will not affect the level of funding available for key skills and the entitlement package, and will allow providers flexibility in timetabling the total entitlement package. There is a reduction in the audit burden on this aspect of the provision. However, the delivery of the entitlement element will continue to be monitored. Providers will be expected to share their plans for delivery of the entitlement (tutorial, key skills and enrichment arrangements) with local LSCs, and these plans will be reviewed as part of the regular meetings that local LSCs will be having with providers during the year. Auditors will continue to check eligibility criteria but will not be expected to review individual student programmes to test eligibility for the entitlement element of funding. The LSC will monitor key skills through quality monitoring visits, along with other curriculum provision, as part of the performance review area Quality of education and training and standards achieved by learner. It is also expected that key skills will be inspected as part of OFSTED's and the ALI's planned cycle of inspections of all institutions.
Q. And funding for sixth-form students? A. The document 'School Sixth Forms: New Funding Arrangements' (LSC, September 2001: available at www.lsc.gov.uk Document section) relates to funding arrangements for school sixth forms which will commence in April 2002 and quotes the current level of funding for school sixth forms. The statement that 'schools will be entitled to additional funding for each learner on the basis of key skills provision and enrichment activities' (Section 4) applies only to those schools on formula funding. Examples of formula funding calculations are included at Annex F of the draft circular Indicative Funding Rates for Further Education 2002-03 available at www.lsc.gov.uk. Schools were informed in mid-December 2001 whether they are to be formula or real terms guarantee (RTG) funded. The RTG arrangement does not include additional funding for key skills provision and enrichment as this funding is already above that of the formula. Section 3 of the document outlines the arrangements for schools funded under the RTG. Schools will be funded for 16 months in the first instance to bring them into line with academic year funding. In 2002-03, for school sixth forms on formula funding, entitlement will be funded at the same core funding and fee remission funding rate as for an AS level. Achievement of key skills qualifications will be funded on top of the entitlement package in line with present college rates. Details are in the draft circular Indicative Funding Rates for Further Education 2002-03 (paragraph 5.23) on the LSC website. This includes more specific information on the amounts that will be paid. Providers are expected to deliver key skills appropriate to the needs of the individual student. Where students have not already achieved A*-C grades in GCSE Maths, English or ICT, their programmes should lead to the acquisition of relevant key skills qualifications at level 2. Where students are starting on advanced level study with the aim of pursuing a professional or higher qualification, then institutions should support them in gaining at least one relevant key skill qualification at level 3.
Q. Do all students who have not achieved A*-C grades in English, Maths or ICT have to achieve the relevant key skills qualification(s) at level 2? A.The Secretary of State's expectation is that students who have not achieved GCSE A*-C grades in these subjects should acquire the relevant key skills qualification(s) at level 2. Individual judgements about students' needs will have to be made at the initial assessment stage. It may, for example, be appropriate for some learners to work towards the level 1 qualification in some or all of the three skills before moving on to the level 2 qualification.
Q. Will students who are on year two of their programmes in 2001/02 be expected to gain at least one relevant key skill qualification at level 3? A. The Secretary of State's expectations are that students who are aiming to pursue a professional or higher qualification post-19 should be supported in gaining at least one relevant key skill qualification at level 3. This is the minimum eligibility for the entitlement element of funding for students starting their 2 year programmes from September 2001. The entitlement funding can still be claimed for college students who have met all these expectations in the first year of their advanced level programme and are continuing with the tutorial and enrichment elements of the entitlement package. Students may choose to gain more than one key skill qualification at level 3, or they can have the option of working towards one or more of the wider key skills.
Q. What is a relevant key skills qualification? A.At level 2, the relevant key skills qualifications in Communication, Application of Number and Information Technology are those for which the student has not already achieved a GCSE A*-C in English, Maths or ICT. At level 3, a relevant key skills qualification in Communication, Application of Number or Information Technology is one which is suited to the needs of the young person wanting to pursue a professional or higher level qualification. The precise choice of level 3 qualification(s) must be governed by an assessment of what will best support progression towards and preferably beyond the professional or higher level qualification goal. In due course, practice-based examples will be made available via the Key Skills Support Programme to help those making such choices; the views of the inspectorates will inform the identification of such examples.
Q. Will students who are re-taking GCSE qualifications be required to register for the relevant key skill qualification at level 2? A. The Secretary of State expects key skill programmes to be offered to all post-16 students; where students have not already achieved A* - C grades in GCSE English, Maths, or ICT those programmes should lead to the formal acquisition of the relevant key skills qualifications at level 2. For example, students on a 2 year programme re-taking GCSEs in Maths, English or ICT who have not achieved an A*-C grade in these subject areas by the end of their first year of post-16 study would then be expected in their second year to be working towards and registered for the relevant key skill qualification(s) at level 2. Local institutions will make professional judgements on the most appropriate route (GCSEs or key skills qualifications) to Level 2 achievement in the first year of post-16 study, taking account of individual students' needs and preferences. Providers are reminded that, in order to be eligible for the entitlement funding, key skills learning must be included as part of the student's post-16 programme.
Q. Where can I get help with bringing key skills into programmes? A. QCA's advice on managing the post-16 curriculum can be found on the QCA website at www.qca.org.uk/nq/framework/managing. Practitioners in schools and colleges can also get advice and support directly from the Learning and Skills Development Agency (LSDA). Help for practitioners in the work-based route is provided by Learning for Work (LfW). LSDA and LfW together manage the Key Skills Support Programme, which is funded by DfES. They can be contacted via the Programme's website: http://www.keyskillssupport.net/. The support includes practitioner networks, training events, consultancy services and briefings; materials development and evaluation (for example, guides to key skills within a range of A level courses, guide to management of key skills in colleges, others aimed specifically at the work-based route such as Working with Employers); information for learners (Essential Key Skills, Simple Guide to Key Skills); communications (website, newsletter, a helpline).
|
|||||||||||||||||||||||||
top of page
