Further Education qualifications are undergoing radical reforms.
These range from altering the structure and content of GCSEs and A levels to formulating new vocational qualifications, traineeships and apprenticeship frameworks.
These complex reforms, together with the raising of the participation age and the cuts on Information, Advice and Guidance, mean that it is essential that NUS FE zone prioritises qualifications and progression this year.
This policy portal will give you the chance to debate and discuss qualifications and progression, providing a student perspective on how they should be shaped.
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How will Government reforms affect the structure and content of FE qualifications?
What are the implications of these for future FE learners?
How would students shape this framework?
It’s really frustrating that these external organisations like QFQUAL can have such a big impact on students learning experience although they themselves are not going to be the one directly effected.
During secondary school I was classed as an under achiever, and hated exams, but much preferred coursework as it allowed me to express my knowledge and what I had understood and learnt about that particular topic.
However, I feel that these changes will have a dramatic impact on students especially those who feel less confident completing exams.
I strongly believe that exams are not always the best way of assessing how much someone has learnt, understood and knows about something. Exams are limited to certain questions and therefore only really shows what people don’t know rather than what they do.
We should be supportive and encourage students that learning in fun, and should not give the added pressure to remember 2 years of work before completing an exam on top of the social issue they face as young people and family life. I mean who really remembers what they did last week let alone 2 years ago.
We are not robots and the government should think about the long term effects these changes can and will make on how education is perceived by young people.
I am really passionate and upset society is so wrapped up in achieved targets, that they will do it at the expense of the life of these students.
It is absolutely disgusting!!
We as student ourselves and committee members need to really stand up for our students in trying to make a change about this.
I’m ready to stand firm and stand strong……question is ” are you!”.
Thanks Shakira, this is really interesting. I’ll be sure to include your comments in our discussions tomorrow. The hashtag is #nuspolicylive and you can listen here: https://policy.nusconnect.org.uk/?page_id=301
Here’s an overview of the policy discussions from zone conference:
Coursework
Pros
It allows you to gather your thoughts and construct arguments more carefully
It offers help in developing skills that are essential for HE
Exams are just a ‘memory challenge’ where you rely on the teacher to give you the information.
Cons
Exams stop plagiarism and parents helping students too much
Exams help people learn time management and revision skills
Coursework should be linked to certain subjects but less so to others
Linear assessment
Pros
Exams at the end of the course allow you to gain a better grasp of the subject
It gives you longer to understand the subject
Cons
It is not supportive to different learning styles
Modules increase confidence as you can review progress
Linear assessment encourages teaching to the test
Work experience
It should be linked to what students want to pursue in their future career
It should be relevant to the courses students are studying
IAG on work experience should be better
It is valuable as a concept, but needs improving
Remaining in education or training until the age of 18
It is good to receive training, past the age of 16, but not good for those who have other responsibilities such as student parents or those with caring responsibilities
What infrastructure and support will be put in place to support this change?
This is just an exercise in removing NEET numbers
There are worthwhile jobs which do not need to involve education or training
Continuing maths and English past GCSE if you don’t achieve a grade C
These subjects are very important at GCSE and the grades you achieve impact on your career and future education. You should therefore continuing studying
What will the quality of our future workforce look like with young people who do not have C grade and above?
Are functional skills an alternative?
IAG
There is a huge difference between the IAG offer in schools compared to colleges
Schools brainwash people to stay whereas colleges are better as they offer face to face impartial advice
Schools need to give better advice on a range of qualifications, not just A levels
Schools must focus on what is good for the student and not the school
Colleges should give more guidance earlier on
Both need a better website to map route from A to B, from where you are to where you want to be
Apprenticeships
They need to be seen as more than just cheap labour and the companies involved need to be regulated
Bigger companies are better at providing well-structured and meaningful apprenticeships than smaller ones
Many apprentices are moved out of their jobs once they have completed which halts progression and affects future employment
In practice they are good, but in reality often delivered poorly
Vocational Qualifications
These qualifications are less valued by employers and HE and this is unfair
These qualifications are seen as less academic and less prestigious
Careers guidance needs to include more information on vocational qualifications
More Choice is needed, Stop pigeon-holing people into vocational or academic
On Friday Ofqual confirmed that GCSEs will be reformed from 2015
This will mean:
A new grading system will use numbers instead of letters
Coursework will be scrapped in most subjects
All exams will be after two years of study
What do you think about these changes?
At FE Zone Conference we launched our GCSE and A level Interim Research Report.
The report includes the results from a recently conducted national survey with FE and HE students, on the Government’s changes to the structure of both qualifications.
Please read the report here and use this portal to share your thoughts on its findings:
https://www.nusconnect.org.uk/asset/News/6040/Research-report.pdf
OFQUAL report: Over-marking at GCSE
https://ofqual.gov.uk/news/poor-design-gcse-english-exam-grade-variations