Social Policy Initiatives - Essay Example

Part Describe and evaluate recent social policy initiatives in the 14-19 sector. Traditionally in Britain young people, after completion of their compulsory school education, could follow one of the three main paths. The more academically successful pupils would study for A-levels and then go to Higher Education. Some young people would leave school at 16 and move straight into employment sometimes through apprenticeship or in many cases without prospect of much training. The third, technical, route, would lead into employment after some professional training. There happens to be significantly limited range of choices available for young people to pursue their educational career through the pathways of learning and training other than the traditional GCSE and A level. Specifically, for the students willing to learn with practical pertinence, there remains a serious lack of alternatives. This certainly tends to affect the performance of students at different academic levels leading to lower grades or even switching off (14-19 Education and Skills, 2005). The government has realised the importance of vocational training and the availability of diverse pathways for students to choose what specifically suited their style and approach as careers. Stasz and Wright (2005, p8) state that, "vocational learning is identified as an important way to attract more young people to continue into some form of post-compulsory education and training and gain the skills the economy needs". Hence the promotion of technical and vocational learning for the critical age group of 14-19 has always remained a top priority in the educational policies and strategies introduced by the government. The development of technical education started in the nineteenth century with establishing such examining bodies as The City and Guilds, which was founded in 1878. By the mid 1980s there were thousands of different qualifications available which were largely unrelated and which were not required to fit into any kind of national framework. It was difficult for specialists and impossible for ordinary people, the very people this system was supposed to have served, to see their way through such a complex structure. As a result in 1986 the National Council for Vocational Qualifications (NCVQ) was founded and its main aim was that of quality control. NVQs required work based experience, and, although they were sometimes taken in further education colleges and occasionally even in schools, their overall impact at the time on the training of 16 to 19 year olds was relatively small. By the late 1980s it became clear that the new qualifications, NVQs, intended to transform the training of the workforce were not making the impact which the Government had hoped for. As a result the new, General Vocational Qualifications were introduced. GNVQs were officially announced in May 1991 in the White Paper, Education and Training for the 21st Century. GNVQs were expected to be an equivalent to relevant academic qualifications. The problems within GNVQ system were largely concerned with assessment and grading. GNVQs were expected to assess skills, knowledge and understanding rather than professional competence. Such assessment would be in a form of assessment by projects and assignments together forming a portfolio of evidence rather than through external examinations. Schools and colleges have used GNVQs to provide for the needs of those students whose performance at GCSE was normally well below that of the most able students. As was noted in the study by Higham 'It is a paradox that GNVQ has been introduced to meet the needs of students for whom A level is considered inappropriate, and yet the two qualifications are intended to be of the same standard' (p.114). The span of last 10 years has significantly remained pre-eminent in the development of policies in 14-19 educational sector. It became clear to leading politicians, as well as employers, that in order for the country to progress economically the education available for the vast majority of young people has to be adequate for the needs of the twenty first century. The emphasis has been evidently on the availability of alternative pathways to GCSE and A levels, along with the promotion of vocational learning among students, teachers, professionals and employers In 2003 'The Working Group on 14-19 Reform', headed by Mike Tomlinson was asked to consider the weaknesses of the current system causing concerns such as: Low participation rates in post 16 education; the complex web of qualifications; and the low status and quality of vocational courses and qualifications. What resulted from this was the Tomlinson Report, which recommended sweeping changes throughout the education system as a whole. The report suggested that the diploma system would serve to be alternative qualification for the 14-19 students not willing to pursue academic-only education, also allowing them to continue their professional education as per their ability. In response, the February 2005 White Paper, 14-19 Education and Skills requested a separate report on the practicality of implementing these changes and this resulted in the 14-19 Education and Skills Implementations Plan. This plan sets out various changes and introduction of new features in the national curriculum along with the qualification alternatives, so as to enhance the students' vocational and practical skills. The plan consists of a new curriculum providing students with a choice of choosing between the GCSE /A levels and a number of vocational diplomas based on occupational sectors in the UK. The Foster Report of November 2005 also commented on education for 14-19 year olds but concentrated on the role of Further Education Colleges within the structure set out in the White Paper. The 14-19 Gateway is a policy that has been introduced by the UK government to enforce the education of skill development and specialisation so as to induce students to continue higher education and combat early school leaving. For this purpose, schools have been required to introduce specialised diplomas covering several subjects suiting the 14-19 group (Suggett, 2006). Current government initiatives also include significant changes being made the National Curriculum for 14-19. The compulsory subjects and optional ones continue to exist along with a recent requirement incorporating the provision of vocational and practical training to the students (OFSTED, 2005). These policy initiatives emphasise the anteriority of the steps taken by the government to promote and enforce practical education as highly developed and recognised alternative to academic education. Vocational education is the need of Britain's economy today and if provided effectively, it is followed by high acceptance of students on professional positions in the labour market after the completion of training. For the students willing to discontinue their academic education at the age 16 and above, the work based training as recognised courses would not only enhance their skills and calibre, but also ensure a secured position for them in the future job market. Hence, leading to the availability of diverse career pathways for students, these initiatives are likely to cater to the needs of young people and curb the tendency of dropping out at early ages. The policy of introducing a requirement of the provision of vocational training on the school level would prepare students for career decisions in future and also instigate into them the acceptance and motivation for practical education along with the academic qualifications. Also, the students willing to pursue their career with the GCSE and A- level pathways would find the practical skills useful for them in their professional lives. The diploma system based on vocational and occupational subjects encompassing several industries would induce the businesses industries to take keen interest in the skill development of students. This will not only fulfil the labour requirement of various industries in Britain, but also make the young school leavers efficient members of society contributing significantly to its economic growth. The diploma system covers several occupational subjects that would provide students with a number of options to choose as careers on the base of their interest and inclination. Development of practical skills and work-based training calls forth a significant contribution on the part of employers and businesses for the success of these initiatives. The implementation of these plans necessitates the willingness of employers to collaborate with the policy makers and teachers to highlight the skills and knowledge in demand in the labour market. Also, the employers are required to be ready to provide placement for students to acquaint them with useful professional skills. Stasz and Wright (2005, p10) propound that "plans for vocational learning for 14-19 year-olds assume substantial input from employers: working in partnership with providers and governance bodies to plan and organise aspects of 14-19 provision". The recent policy initiatives taken by the government as mentioned above, happen to be in the early stages of development. These initiatives not only confront with a challenge of implementation, but also an evaluation of market response to such changes. The plans for enhancement of 14-19 vocational training are hindered in the form of unwillingness of employers to cooperate and the high costs incurred on procedures (Stasz and Wright, 2005). Apart from the issue of the unavailability of practical alternatives to GCSE and A levels, there tends to be less acceptance of vocational training on the part of employers as compared to the academic education (14-19 Education and Skills, 2005). Not only the employers, but also many students and teachers recognise vocational or practical education as an option available for young people who are unable to perform well in GCSE and A levels. "Work-based learning is often poorly promoted to young people in schools. It is seen by many teachers and pupils themselves as an option mainly for the less able or as a last resort" (OFSTED, 2005, p23), hence the promotion of motivation and acceptance among students, teachers and employers for practical training tends to be one of the priorities in the educational reform. The aim of the present Government is to create a more dynamic economy with high levels of educational achievement, dramatically reducing proportion of young people not in education, training or work. It is expected that further development of the vocational education and raising the participation in post 16 education and life long learning will help to achieve these goals. However, the government policy makers need to collaborate effectively with the teachers, professionals and employers to make the implementation of these initiatives a real success. Experiential learning activity such as work experience, drama workshops, interaction with local colleges are successful in getting young people to think about their post-school options and enhance their approach towards the professional career and education. Approx 1720 Words References 14-19 Education and Skills White Paper, Department For Education And Skills, DfES, (2005) McNally, Sandra "Reforms to Schooling in the UK: A Review of Some Major Reforms and their Evaluation", German Economic Review, (2005), 6(3): pp. 287-296 Stasz, Cathleen; Wright, Susannah, "A Framework For Understanding And Comparing 14-19 Education Policies In The United Kingdom", Discussion Paper 2, Seminar on Policy Learning in 14-19, (2005) OFSTED, "Developing A Coherent 14-19 Phase Of Education And Training", (2005), pp. 1-27 Suggett, Dahle, "Post-Compulsory Provision For Young People: New Arrangements, New Options", Department Of Education And Training, (2006) 14-19 Education and Skills Implementation Plan, Department For Education And Skills, DfES, (2005) Bibliography. Halsall. R. and Cockett M., Education and Training 14 - 19: Chaos or Coherence, (1996). Higham. J.P. Sharp and Yeomans. D. The Emerging of 16 - 19 Curriculum: Policy and Provision (1996) QCA, Qualifications 16 - 19: A Guide to the Changes Resulting from the Qualifying for Success Consultation, (1999). Foster 2005, A review of the future role of further education colleges Realising the Potential. Summary, DfES, Nottinghamshire Part 2: Write an in-depth reflective evaluation following an observed lesson of a group of 14-19 learners The day lessons and class structure tend to play a great role in driving student motivation towards vocational training and successful imparting of education. McNally (2005, p293) put forward that, "policy-makers emphasize the importance of how schools are organized, including the structure of the day and lessons". My subject is Beauty Therapy and as part of my Cert Ed training I was asked to observe as different a vocational subject as possible from my own, so I asked one of the Construction Department tutors, Mr. John Vincent, if I could observe a typical lesson. He agreed at once as he has to undertake a similar task studying for PGCE. This was arranged for the morning of 4th April 2006 The Construction Department is in the 'old' college site in Project Block, Pencarrow Building, Trevarthian Site. The students are studying for their Wood Occupations NVQ1 which is a first year modern apprenticeship called ONSAT (On Site Assessment and Training). This means they have paid jobs and also receive Earning Related Pay whilst attending two days at college. They do not receive EMA but in theory should keep their jobs when they have completed their training. The class atmosphere was informal, but disciplined; at one point a mobile phone rang and the student was told at once to turn it off and the whole class reminded of the rule. There were also numerous notices throughout the workshop regarding not just health and safety rules but courtesy reminders like no phones. All the tutors work to a generic departmental scheme of work; no single lesson plans are used as requirements are all covered on detailed scheme and are seen to work well in practice as several different tutors covered this course. The government has introduced several national strategies in the education of age group 14-19, including the 'Numeracy Hour' that encompasses the strategy and contents that need to be embraced in a lesson (McNally, 2005). Such an initiative in vocational training would lead to better grip as to what should be taught to students as compared to the skills already being imparted. The general objectives were written on a large, old style blackboard for all to see but were not read out as the session was an ongoing practical one covering several weeks and all students started to work as soon as they arrived, having already been made aware of the requirements. The students were assessed during this session on a one to one Q & A and observation basis and this seemed to be effective as I observed numerous 'ticks' on the tutor's log book. Davies (2002) states that the implementation of current government initiatives has great implications for both the teachers and professionals, specifically the requirement of providing vocational training and skills development education to the students, for instance under 14-19 Gateway policy. This does not only require the teachers to synthesise their knowledge of the subject with practical skills and application, but also calls for enhanced collaboration and cooperation with students and professionals in particular fields to cope with the challenges accompanied with the plans. There are various challenges for tutors on this course: Despite various initiative exercises and trials, no female students had signed up for this course and some tutors felt pressured to 'get them in'. This year, funding is only for NVQ1 and the students need to build a portfolio of evidence such a Health and Safety which many find "boring". The tutors do not interview the students' before the course, just sent to them, therefore they are unable to filter out any unsuitable students or indeed advise those who would be better prepared for a higher grade course. The neglected feel of college left some tutors feeling 'cut off' from rest of the college departments and even within the department the tutors' office was a long way from workshop. There seemed a lack of enthusiasm and teaching strategies on the part of tutors concerning the provision of vocational education. This calls for a solid strategy for the assessment of students' qualification and curriculum design so as to provide training with great practical pertinence. Stasz and Wright (2005, p9) emphasise that, "the centrality of qualifications and curriculum as a reform instrument is a notable feature of the UK 14-19 policy landscape". The motivations and aspirations of the students varied vastly: Many were there only because they "Have to be" and thought they learnt a great deal more in their 'real' jobs. One student in particular was very scathing of the course requirements as he thought they were learning outdated methods of carpentry. He had learnt on site to make a window frame in one day with power tools, so why bother to make one by hand if it took two weeks. I asked him what other options he had to become qualified but he replied he did not know and hadn't occurred to him to find out. He did however, think the tutor was an "OK sort of bloke", laid back and not too strict as long as you "got on with it". This happens to be a manifestation of the current state of student motivation in the vocational education scenario. Students perceive the practical education to be less effective and for those young people unable to move ahead through the pathways of GCSE and A-level education. Hence, this has remained only as a secondary option for students rather than as a recognised alternative to academic learning. Much of this responsibility rests on the government policies as well as the teachers. As government has taken several initiatives for the promotion of vocational training, the teachers should also modify their attitude so as to influence the students effectively. Reece and Walker (2000) also suggest that teachers need to assess their teaching methodology for the sake of amelioration, so as to motivate students towards the acquisition of practical skills. Another student was just 16 and loved the course for the same reason the other disliked it. On site he found that although he learnt to use the power tools correctly he felt he was on an assembly line and had to think about quantity more than quality. He loved the chance to take his time and make something by hand and be able to look at it and think "Look at that, I made that with my own hands" One of the last students I interviewed was 19. He had left school at 16 because all his friends had, but he now had a wife and baby to support and it had made him reflect on a lost opportunity and he did not want to make same mistakes. He felt that he has been given a second chance and was grateful that he could not only earn money now, but also be able to improve the potential for a higher wage with his qualification. The initiatives for the promotion of work-based education in the form of vocational diploma system as well as curriculum and assessment reform tends now to place students in a better position to pursue their future careers while practically entering into professional fields. This has been a real eye opener as I find often myself defending my students who are often thought of as 'only beauticians' and these students who are thought of as 'only chippies'. I was surprised at how similar their attitudes were considering the difference in subject (and gender) An interesting task and one I would be happy to do again in another department to prevent me from becoming blinkered to only the needs of my own subject. 1265 Words References Davies, H., "Enterprise and the Economy in Education", Norwich: HMSO, (2002) Reece, I. Walker S., "Teaching Training And Learning A Practical Guide", Tyne and Wear: Business Education Publishers Ltd., (2000) McNally, Sandra "Reforms to Schooling in the UK: A Review of Some Major Reforms and their Evaluation", German Economic Review, (2005), 6(3): pp. 287-296 Stasz, Cathleen; Wright, Susannah, "A Framework For Understanding And Comparing 14-19 Education Policies In The United Kingdom", Discussion Paper 2, Seminar on Policy Learning in 14-19, (2005) Read More