Further and Vocational Education

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Rationale

 

Career Directions

Adult Education

Vocational Education

 

Qualifications

Academic qualifications

Vocational qualifications

 

Professional Development

 

Skills-Based and Lifelong Learning

 

Credits

 

Training and Development (T & D)

Widening participation in Higher Education

Learning

 

 

Further Education in England

Rationale

Education in England is the responsibility of Department for Innovation, Universities and Skills at national level and, in the case of publicly funded compulsory education, of Local Education Authorities.

 

School Structures

 

The education structures for Wales and Northern Ireland are broadly similar to the English system, but there are significant differences of emphasis in the depth and breadth of teaching objectives in Scotland. Traditionally the English system emphasises depth of education, whereas the Scottish system emphasises breadth.

 

See also

 

External links

 

 

Today's Videos

 

 

 

A Local Education Authority (LEA) is the part of a local council, or local authority (LA), in England and Wales that is responsible for education within that council's jurisdiction.

 

See also

 

External links

 Debating Proposals for Many More Academy Schools

 

 

DfES

 

The Department for Education and Skills is a department in the United Kingdom government created in 2001.

The Department of Education and Science was created in 1964 with the merger of the offices of Minister of Education and the Minister of Science, with Herbert Bowden (later to become Baron Aylestone) as minister.

In 1992 the responsibility for science was transferred to the Cabinet Office's Office of Public Service and the Department of Trade and Industry's Office of Science and Technology, and the department was renamed Department of Education.

In 1995, in the reshuffle after the Conservative leadership election of that year, the department merged with the Department of Employment to become the Department for Education and Employment (DfEE).

Most recently, after the 2001 general election, the employment functions were transferred to a newly created Department for Work and Pensions, with the DfEE becoming the Department for Education and Skills (DfES).

DfES civil servants work in either one of four locations: London (Sanctuary Buildings or Caxton House, both close to Westminster Abbey), Sheffield (Moorfoot) Darlington (Mowden Hall)as well as in Government Offices.

DfES

The Department offices in Westminster

External links

 

Learning ans Skills Council

 

The Learning and Skills Council is Britain's largest QUANGO and is a non-departmental public body of the Department for Education and Skills in the United Kingdom. It is responsible for planning and funding further education (post-16 education and training other than higher education) in England. It was established in April 2001, under the Learning and Skills Act 2000, and as of 2006 has a budget of £10.4 billion. [1]

It replaced Training and Enterprise Councils and the Further Education Funding Council for England.

The LSC has headquarters in Cheylesmore House, Cheylesmore, Coventry with 9 regional offices and 47 local offices, and 47 local Learning and Skills Councils. The headquarters are housed in buildings called Cheylesmore House.

It was announced in 2005 that this configuration will change as part of the Agenda for Change programme resulting in more of a streamlined formation with more focus on the regional dimension with the loss of around 1300 jobs (500 from the Coventry HQ, the remainder from local offices). This process is still ongoing, with a planned 'relaunch' date of 1st June 2006. This date has now been changed to 7th August 2006.

This process is being challenged by the PCS Union, with a strike that took place on 28th April 2006, and a work-to-rule commencing in May 2006. The work-to-rule ceased on the 26th June 2006 after agreement was reached by both PCS and LSC representivies.

Although management and administration is being restructured on regional lines, the 47 local Learning and Skills councils will be retained.

 

 

The Learning and Skills Act 2000 made changes in the funding and administration of further education, and of work-based learning (or apprenticeships) for young people, within the England and Wales.

The main changes were:

1. establishment of the Learning and Skills Council (LSC), its duties to secure the provision of education and training for young people and adults, in England, and to encourage employers and individuals to participate, and the LSC's funding powers.

2. provisions for the appointment of governors in the further education sector.

3. other duties and powers of the LSC, including equal opportunities and the needs of people with learning difficulties, powers to provide information, advice and guidance services and a duty to publish its strategy and annual plans.

4. the establishment of local Learning and Skills Councils, including planning and consultation arrangements and the power of the Secretary of State to make directions to local education authorities in respect of adult and community learning provision.

5. creation of the LSC’s Young People’s and Adult Learning Committees.

6. powers for the Secretary of State to give directions to the LSC, to pay it its annual grant-in-aid and require the LSC to make an annual report.

7. similar arrangements for Wales.

The Act also established arrangements for Inspections of further education in England and Wales, and abolished the Further Education Funding Council for England.

 

External links

 

 

Ofsted Logo

 

The Office for Standards in Education (Ofsted) is a non-ministerial government department, established in 1993 under the Education (Schools) Act 1992. It is responsible for inspecting the standards of independent and state schools, local education authorities, child day care and childminding in England; it also monitors the work of the Independent Schools Inspectorate. Ofsted is also required to provide independent advice to the United Kingdom government and parliament on matters of policy and to publish an annual report to parliament on the quality of educational provision in England.

The legal name is the "Office of Her Majesty's Chief Inspector", reflecting the fact that Ofsted's powers are vested in its Chief Inspector, appointed by the Queen-in-Council.

In September 2001 Ofsted became responsible for registration and inspection of day care and childminding. This was previously the done by 150 local authorities, each with different standards.

 

See also

 

External links

 

QCA

The Qualifications and Curriculum Authority (QCA) is an Executive Non-Departmental Public Body (NDPB) of the Department for Education and Skills in the United Kingdom. In England QCA maintains and develops the national curriculum and associated assessments, tests and examinations; and accredits and monitors qualifications in colleges and at work and advises the Secretary of State for Education and Skills on these matters. QCA oversees the work of the awarding bodies in England, to ensure that their administration, marking and awarding procedures run smoothly. The QCA also has responsibility for vocational qualifications in Northern Ireland.

Education and qualifications in other parts of the United Kingdom are the responsibility of devolved governments and agencies.

QCA works closely with its main strategic partners, including the Department for Education and Skills (DfES), the Office for Standards in Education (Ofsted), the Adult Learning Inspectorate (ALI) , employers' organisations, the Training and Development Agency for Schools (TDA), the Learning and Skills Council (LSC), the General Teaching Council for England (GTCE) and the Sector Skills Councils (SSC).

QCA also collaborates with the other public qualification agencies in the UK: the Scottish Qualifications Authority (SQA), the Qualifications, Curriculum and Assessment Authority for Wales (ACCAC) and the Council for the Curriculum, Examinations and Assessment in Northern Ireland (CCEA).

QCA is based in Piccadilly, London.

 QCA

 

Lifelong Learning is the concept that "It's never too soon or too late for learning", a philosophy that has taken root in a whole host of different organizations. Lifelong learning is attitudinal; that one can and should be open to new ideas, decisions, skills or behaviors. Lifelong learning throws the axiom "You can't teach an old dog new tricks" out the door. Lifelong learning sees citizens provided with learning opportunities at all ages and in numerous contexts: at work, at home and through leisure activities, not just through formal channels such as School and Higher Education.

 

Lifelong Learning Journey

 

Lifelong education is a form of pedagogy often accomplished through distance learning or e-learning, continuing education, homeschooling or correspondence courses. It also includes postgraduate programs for those who want to improve their qualification, bring their skills up to date or retrain for a new line of work. Internal corporate training has similar goals. In later life, especially in retirement, continued learning takes diverse forms, crossing traditional academic bounds and including recreational activities.

One of the reasons why lifelong education has become so important is the acceleration of scientific and technological progress. Despite the increased duration of primary, secondary and university education (14-18 years depending on the country), the knowledge and skills acquired there are usually not sufficient for a professional career spanning three or four decades.

 

See also

 

External links

Lifelong Learning

 

Becta

 

Becta (the British Educational Communications and Technology Agency) is the UK Government's key partner in the strategic development and delivery of its information and communications technology (ICT) and e-learning strategy for schools and the learning and skills sectors.

 

Teaching and Learning

 

External links

 

In the United Kingdom, Information and Communications Technology (ICT) is a subject in education, and a part of the National Curriculum. Other countries, such as Norway and the Philippines , also have ICT as an educational subject.

The ICT programme in the United Kingdom is co-ordinated by Becta. A major current initiative is the Curriculum Online scheme which is aimed to accelerate the uptake of technology amongst schools. Becta took over the running of this scheme from the Department for Education and Skills in 2005. Becta works closely with the Joint Information Systems Committee to develop strategy.

Many schools have Specialist school status in Technology.

Further reading

 

 

Technology Sector

 

E-learning is an all-encompassing term generally used to refer to computer-enhanced learning, although it is often extended to include the use of mobile technologies such as PDAs and MP3 players. It may include the use of web-based teaching materials and hypermedia in general, multimedia CD-ROMs or web sites, discussion boards, collaborative software, e-mail, blogs, wikis, computer aided assessment, educational animation, simulations, games, learning management software, electronic voting systems and more, with possibly a combination of different methods being used.

Along with the terms learning technology and Educational Technology, the term is generally used to refer to the use of technology in learning in a much broader sense than the computer-based training or Computer Aided Instruction of the 1980s. It is also broader than the terms Online Learning or Online Education which generally refer to purely web-based learning. In cases where mobile technologies are used, the term M-learning has become more common.

E-learning is naturally suited to distance learning and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term Blended learning is commonly used.

In higher education especially, the increasing tendency is to create a Virtual Learning Environment (VLE) (which is sometimes combined with a Managed Information System (MIS) to create a Managed Learning Environment) in which all aspects of a course are handled through a consistent user interface standard throughout the institution. A growing number of physical universities, as well as newer online-only colleges, have begun to offer a select set of academic degree and certificate programs via the Internet at a wide range of levels and in a wide range of disciplines. While some programs require students to attend some campus classes or orientations, many are delivered completely online. In addition, several universities offer online student support services, such as online advising and registration, e-counselling, online textbook purchase, student governments and student newspapers.

E-learning can also refer to educational web sites such as those offering worksheets and interactive exercises for children. The term is also used extensively in the business sector where it generally refers to cost-effective online training.

 

Categories of E-learning

 

See also

 

Resources

 

JISC (the Joint Information Systems Committee) is a publicly-funded UK-wide body supporting the use of ICT and related technology for learning, teaching, research and administration in further and higher education.

Alongside support and advisory functions, and the allocation of some targeted funding, JISC supports the JANET broadband internet backbone and associated local network structures via UKERNA (the United Kingdom Education and Research Networking Association)

 

Resource Discovery iKit

 

JISC Effective Practice with E-learning Guide

 

As part of its remit, the JISC funds various projects and services to assist with the provision and exploitation of ICT. These include:

 

External links

 

WebQuestUK

 

Curriculum Online is part of the UK government's drive to get more ICT and multimedia resources in classrooms across the country. This is done primarily through the eLearning Credits scheme, which is operated by Curriculum Online.

 

The National Qualifications Framework (NQF) is a credit transfer system developed for qualifications in England, Wales and Northern Ireland. The NQF was originally developed with 5 levels and is the joint responsibility of Qualifications and Curriculum Authority (QCA), Qualifications, Curriculum and Assessment Authority for Wales (ACCAC) and Council for the Curriculum, Examinations & Assessment for Northern Ireland (CCEA).

The Framework currently has 8 levels covering all levels of learning in secondary education, further education and higher education. Only when a course has been accredited by the Qualifications and Curriculum Authority and become part of the NQF is it then eligible for state funding. As such, many courses which are popular internationally and offered by British based organisations, such as the IGCSE, are not available to state schools in England, Wales and Northern Ireland .

Scotland has its own 12 level system, the Scottish Credit and Qualifications Framework (SCQF), which is in use by all education establishments in Scotland and the Open University.

 

The Framework

The revised Framework of 8 levels:

National Qualifications Framework  

Framework for Higher Education Qualification levels (FHEQ)
Original levels Revised levels

Level 5

NVQs

Graduateship C&G

Level 8

BTEC Advanced Professional Diplomas, Certificates and Awards

D (doctoral)

Doctorates

Level 7

BTEC Advanced Professional Diplomas, Certificates and Awards

M (masters)

Masters degrees, postgraduate certificates and diplomas

Level 4

NVQs

Licentiateship C&G

Level 6

BTEC Professional Diplomas, Certificates and Awards

H (honours)

Bachelors degrees, graduate certificates and diplomas

Level 5

BTEC HNDs and HNCs

BTEC Professional Diplomas, Certificates and Awards

I (intermediate)

Diplomas of higher education and further education, foundation degrees, higher national diplomas

Level 4

BTEC Professional Diplomas, Certificates and Awards

C (certificate)

Certificates of higher education

 

Level 3
NVQs

BTEC National Diplomas, Certificates and Awards

BTEC Diplomas, Certificates and Awards

A levels

  

Level 2

NVQs

BTEC First Diplomas and Certificates

BTEC Diplomas, Certificates and Awards

GCSEs Grades A*-C

  

Level 1

NVQs

BTEC Introductory Diplomas and Certificates

BTEC Diplomas, Certificates and Awards

GCSEs Grades D-G

  

Entry Level

BTEC Certificates in Life Skills

BTEC Certificates in Skills for Working Life

  

 

Level indicators

The proposed level indicators are as follows:

Framework level
Level indicators
Examples of qualifications
Entry Entry level qualifications recognise basic knowledge and skills and the ability to apply learning in everyday situations under direct guidance or supervision. Learning at this level involves building basic knowledge and skills and is not geared towards specific occupations. Qualifications are offered at entry 1, entry 2 and entry 3, in a range of subjects
Level 1 Level 1 qualifications recognise basic knowledge and skills and the ability to apply learning with guidance or supervision. Learning at this level is about activities which mostly relate to everyday situations and may be linked to job competence. NVQ 1; Certificate in Plastering;
GCSEs Grades D – G;
Certificate in Motor Vehicle Studies
Level 2 Level 2 qualifications recognise the ability to gain a good knowledge and understanding of a subject area of work or study, and to perform varied tasks with some guidance or supervision. Learning at this level involves building knowledge and/or skills in relation to an area of work or a subject area and is appropriate for many job roles. NVQ 2; GCSEs Grades A* - C;
Certificate in Coaching Football;
Diploma for Beauty Specialists
Level 3 Level 3 qualifications recognise the ability to gain, and where relevant apply a range of knowledge, skills and understanding. Learning at this level involves obtaining detailed knowledge and skills. It is appropriate for people wishing to go to university, people working independently, or in some areas supervising and training others in their field of work. Certificate for Teaching Assistants;
NVQ 3; A levels;
Advanced Extension Awards;
Certificate in Small Animal Care
Level 4 Level 4 qualifications recognise specialist learning and involve detailed analysis of a high level of information and knowledge in an area of work or study. Learning at this level is appropriate for people working in technical and professional jobs, and/or managing and developing others. Level 4 qualifications are at a level equivalent to Certificates of Higher Education. Diploma in Sport & Recreation;
Certificate in Site Management;
Certificate in Early Years Practice
Level 5 Level 5 qualifications recognise the ability to increase the depth of knowledge and understanding of an area of work or study to enable the formulation of solutions and responses to complex problems and situations. Learning at this level involves the demonstration of high levels of knowledge, a high level of work expertise in job roles and competence in managing and training others. Qualifications at this level are appropriate for people working as higher grade technicians, professionals or managers. Level 5 qualifications are at a level equivalent to intermediate Higher Education qualifications such as Diplomas of Higher Education, Foundation and other degrees that do not typically provide access to postgraduate programmes. Diploma in Construction;
Certificate in Performing Arts
Level 6 Level 6 qualifications recognise a specialist high level knowledge of an area of work or study to enable the use of an individual’s own ideas and research in response to complex problems and situations. Learning at this level involves the achievement of a high level of professional knowledge and is appropriate for people working as knowledge-based professionals or in professional management positions. Level 6 qualifications are at a level equivalent to Bachelor's degrees with honours, graduate certificates and graduate diplomas. Certificate or Diploma in Management
Level 7 Level 7 qualifications recognise highly developed and complex levels of knowledge which enable the development of in-depth and original responses to complicated and unpredictable problems and situations. Learning at this level involves the demonstration of high level specialist professional knowledge and is appropriate for senior professionals and managers. Level 7 qualifications are at a level equivalent to Master's degrees, postgraduate certificates and postgraduate diplomas. Diploma in Translation;
Fellowship in Music Literacy
Level 8 Level 8 qualifications recognise leading experts or practitioners in a particular field. Learning at this level involves the development of new and creative approaches that extend or redefine existing knowledge or professional practice. Specialist awards

 

 

 

See also

 

United States

In the United States, a student in a high school or university earns credits for the successful completion of each course for each academic term. The state or the institution generally sets a minimum number of credits required to graduate. Various systems of credits exist: one per course, one per hour/week in class, one per hour/week devoted to the course (including homework), etc.

Europe

In Europe a common credit system has been introduced. The European Credit Transfer System (ECTS) is in some European countries used as the principal credit and grading system in universities while other countries use the ECTS as a secondary credit system for exchange students. In ECTS a full study-year normally consists of 60 credits. Grades are given in the A-E range, where F is fail. Schools are also allowed to use a pass/fail evaluation in the ECTS system.

Similar systems are widely used elsewhere. Often the word "unit" is used for the same concept.

 

Credit Accumulation and Transfer Scheme (CATS) is used by many universities in the United Kingdom to monitor, record and reward passage through a modular degree course and to facilitate movement between courses and institutions.[1] Typically a university course of 10 to 20 2-hour sessions would, on successful completion, be worth between 10 and 20 CATS points, at one of levels 1 to 3.[2]

About 360 points need to be accumulated (120 points at each level) to qualify for award of an honours degree. A foundation degree is broadly equivalent to 240 points, and a 'pass/ordinary degree' to 300 points.

It is possible to equate CATS with the Scottish Credit and Qualifications Framework and the European Credit Transfer and Accumulation System.

 

Vocational Qualifications offered including BTEC Awards, National Vocational Qualification (NVQs), City and Guilds qualifications and Apprenticeships.

 

Edexcel

 

Level 1 equivalent to 4 GCSEs at D-E grades.

 

Level 2 - equivalent to GCSE's at C-A*.

 

Level 3 - equivalent to A levels

 

Level 4 - Equivalent to 1st year university

 

Level 5 - Equivalent to 2nd year university

 

Level 6 - Equivalent to degree

 

Level 7 - Equivalent to higher degree

 

 

Looking for something?

 

National Vocational Qualifications (NVQs) are vocational awards in the United Kingdom of Great Britain and Northern Ireland that are achieved through assessment and training. They are practical qualifications based on being able to do a job. There are five levels of NVQ, ranging from Level 1, which focuses on basic work activities, to Level 5 for senior management.

 

National occupational standards

 

Competence that involves the application of knowledge in the performance of a range of varied work activities, most of which are routine and predictable.

Competence that involves the application of knowledge in a significant range of varied work activities, performed in a variety of contexts. Some of these activities are complex or non-routine and there is some individual responsibility or autonomy. Collaboration with others, perhaps through membership of a work group or team, is often a requirement.

Competence that involves the application of knowledge in a broad range of varied work activities performed in a wide variety of contexts, most of which are complex and non-routine. There is considerable responsibility and autonomy and control or guidance of others is often required.

Competence that involves the application of knowledge in a broad range of complex, technical or professional work activities performed in a variety of contexts and with a substantial degree of personal responsibility and autonomy. Responsibility for the work of others and the allocation of resources is often present.

Competence that involves the application of a range of fundamental principles across a wide and often unpredictable variety of contexts. Very substantial personal autonomy and often significant responsibility for the work of others and for the allocation of substantial resources features strongly, as do personal accountabilities for analysis, diagnosis, design, planning, execution and evaluation


Their approximate academic equivalents are:

NVQ 1 = foundation GNVQ/three to four GCSEs at grades D-E

NVQ 2 = four to five GCSEs at grades A-C

NVQ 3 = two A levels

NVQ 4 = degree

NVQ 5 = postgraduate qualification


Equivalent Qualifications (City & guilds)

Level 4 = Licentiateship-post nominal LCGI

Level 5 = Graduateship-post nominal GCGI


It should be noted that the above gives only guidelines as to the equivalence of these qualifications as they measure different things. NVQs are a measure of competence to do a job whilst Academic qualifications generally measure the individual's knowledge of a subject.

See also

 

External links

 

College (Latin collegium) is a term most often used today to denote an educational institution. More broadly, it can be the name of any group of colleagues (see for example electoral college, College of Arms). Originally it meant a group of people living together under a common set of rules (con-, "together" + leg-, "law"); indeed, some colleges call their members "fellows". The precise usage of the term varies among English-speaking countries.

 

External Review for Confirmation of Full Membership of the European Association for Quality Assurance in Higher Education (ENQA)

 

In general use, a "college" refers to; institutions between secondary school and university, colleges of further education and adult education. Many types of institutions have "college" in its name but are not "colleges" in the general use of the word. For example Eton College would not be referred to as a college, but as a school or by its full name [1].

In relation to universities, the term college normally refers to a part of the university which does not have degree-awarding powers in itself. Degrees are always awarded by universities, colleges are institutions or organisations which prepare students for the degree. In some cases, colleges prepare students for the degree of a university of which the college is a part (eg colleges of the University of London, University of Cambridge, etc) and in some cases colleges are independent institutions which prepare students to sit as external candidates at other universities (eg many higher education colleges prepare students to sit for external examinations of universities).[citation needed] In the past, many of what are now universities with their own degree-awarding powers were colleges which had their degrees awarded by either a federal university (eg Cardiff University) or another university (eg many of the post-1992 universities).

 

See also

 

Further Education (often abbreviated "FE") is post-secondary, post-compulsory education (in addition to that received at secondary school). It may be at the same level, at a higher level, or at a lower level than secondary education, anything from basic training to Higher National and Foundation Degree. The term is mainly used in connection with education in the United Kingdom.

 

See also

 

External links

A distinction can be made between FE and Higher education ("HE") which is education at a higher level than secondary school, usually provided in distinct institutions such as universities. FE in the United Kingdom therefore includes education for people over 16, usually excluding universities. It is primarily taught in FE colleges (which are similar in concept to United States community colleges, and sometimes use "community college" in their title), work-based learning, and adult and community learning institutions. This includes post-16 courses similar to those taught at schools and sub-degree courses similar to those taught at higher education (HE) colleges (which also teach degree-level courses) and at some universities.

Further education lecturers are not usually required to be teacher - trained, nor do they have to register with a General Teaching Council. However, many lecturers attend lecturer training courses to gain qualifications such as the PostGraduate Certificate in Education (FE) comparable to the post-graduate teaching certificate required by schoolteachers.

Further Education

 

A School is an institution where students learn from teachers; the word school can also refer to a building where such learning occurs. In most systems of formal education, students progress through a series of schools: primary school, secondary school, and possibly University or vocational school. A school may be also dedicated to one particular field, such as a school of economics or a school of dance. In home schooling and online schools, teaching and learning take place outside of a traditional school building.

 

See also

 

High school or secondary school is the name used for the last segment of compulsory secondary education in Australia, Brazil, Canada, Spain, Hong Kong, India, Nepal, the Republic of Ireland, Israel, the Republic of Korea, Malaysia, Mauritius, New Zealand, the Philippines, Portugal, Singapore, South Africa, the People's Republic of China, the United Kingdom, and the United States. It is preceded by primary education.

 

Education Guardian

Interactive Guides

 

In the non-English speaking world there exist the words, Hochschule, hogeschool, högskola, høgskole, højskole in German, Dutch/Flemish, Swedish, Norwegian, and Danish respectively. All these literally translate to high school but they all refer to institutes of tertiary education. This is also the case for Oberschule/Gymnasium (German lit. upper school), escola secundária (Portuguese lit. secondary school)) and, between 1949-1994, högstadiet (Swedish lit. the high stage). In Canada, the French word for high school is : école secondaire.

 

External links

 

Primary or elementary educationconsists of the first years of formal, structured education that occurs during childhood. In most countries, it is compulsory for children to receive primary education (though in many jurisdictions it is permissible for parents to provide it). Primary education generally begins when children are four to seven years of age. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about twelve years of age (adolescence); some educational systems have separate middle schools for that period. In the United Kingdom, Ireland, New Zealand and Australia schools teaching primary education are referred to only as primary schools, while in Canada and the United States, they are more often referred to as elementary schools or grade schools. Canada and the United States also group together primary and secondary education under the header of "K-12" education (K is for kindergarten, 12 is for twelfth grade). Americans tend to call grades by the ordinal number and Canadians by the cardinal, i.e., 12th grade (American), grade 12 (Canadian). Grades are called "years" in England, used in the form "year 4". In many places the 8th year of education is called "1st Form" or "secondary first" and similar, which continues to the 12 year, which is "5th Form", with variance in naming the years beyond. There are many other variations in nomenclature of grades or years.

See also

 

External links

 

 

Resources

 

 

 

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