Let’s start with the good bits. Many things recommended in the report, such as well-structured vocational learning for young people aged 14-16 and specialist courses to help encourage learners back into education, are already an integral part of our offering here at NCFE. Through short courses such as our Level 1 Award in Exploring Enterprise Skills, we are already offering young people the support they need to pursue a suitable career path.
It is also good news that selected vocational qualifications are going to be re-confirmed for use in schools with 14-16 year olds. This will show that they are fit for purpose and should help to dispel the lingering myth that they are a poor relation to academic subjects. The emphasis will now be on all-round learning, helping learners to find the right path that is suited to their own skills and abilities.
We particularly welcome the fact that vocational learning for those aged 14 to 16 will be accepted alongside academic qualifications. This not only gives learners more confidence in their chosen path, it also means that qualifications can be tailored to specific job roles, apprenticeships and further education training opportunities. Our own pre-apprenticeship qualifications and other courses based around Functional Skills and Foundation Learning will now be more widely accepted as valid choices for those with the appropriate skills.
Another interesting idea that we would support, even though it would have no direct bearing upon the Apprenticeship Framework itself, is the possibility of paying companies to take on apprentices, which will be considered as part of the 16-19 Funding Review. Given the current high levels of youth unemployment, this will encourage young people to learn while also giving them a career path and helping companies to expand in a challenging marketplace. In addition, employers will be encouraged to take on apprentices, which will help to stimulate employment and increase confidence in the wider economy.
One area that is of concern is the way the focus on the importance of maths and English is centred primarily on GCSEs. While I fully support the emphasis on these vital subjects, I do feel that it is too narrow to view GCSEs as the only route to a satisfactory level of attainment, especially when many young people choose the vocational route after experiencing difficulties with academic courses. There are more learner-friendly ways to ensure that basic maths and English levels are met and we must give learners the assurance that, within their vocational course, they will have the support needed to attain the required level.
It is also worth remembering that the need for basic maths and English skills in vocational training is not a new thing. Given that many employers already demand basic skills for many roles, NCFE and other providers have worked hard to ensure that most training courses already contain provision to meet the required standards of numeracy and literacy.
What employers need is an ironclad commitment from secondary education that young people have the maths and English skills they need to help them into employment, empowering them to make a valuable contribution once employed. This will require a flexible approach that allows awarding organisations and training providers to ensure the necessary skills are achieved successfully. This can be integrated into Functional Skills (the replacement for Key Skills) and also included within Apprenticeship Frameworks, thereby ensuring that the learners acquire the skills they need, free from the anxiety created by inappropriate GCSE expectations.
However, there are two issues connected with Functional Skills. Firstly, they are more demanding than Key Skills for deliverers and learners, which means greater flexibility is required regarding issues such as assessment methodology. If we are to make them a success, we need clarity from government on the future of Functional Skills.
Overall, I do feel that this government should be applauded for taking steps to ensure that vocational qualifications will be recognised as a cornerstone of the UK’s education system, fulfilling a vital role in preparing students of all ages to fill vital job roles. The improvements outlined in the Wolf Report will not only help to boost the confidence of those who choose the vocational route, they will also make the education system fit for purpose as we negotiate the economic challenges that the next few years will bring.
David Grailey is Chief Executive of NCFE
