DCSF research report into diplomas

Posted on | May 3, 2010 |

Posted by Jonathan Wells of Guroo.

NATIONAL EVALUATION OF DIPLOMAS:
The first year of delivery

A Summary of the DCSF Research Report – Ref DCSF-RR220, March 2010 DSS
09/10
38

1. INTRODUCTION

In January 2008, the Department for Children, Schools and Families (DCSF) commissioned the National Foundation for Educational Research (NFER) and the University of Exeter to conduct the national evaluation of the implementation and impact of Diplomas over the period 2008-2013. This report presents the findings of research which explored experiences of the first year of delivery of the first five Diploma lines of learning amongst a sample of 30 consortia approved to commence delivery in September 2008. It presents the findings from surveys of pre- and post-16 Diploma and comparison learners, Diploma teachers and parents/carers of Diploma learners, and in-depth interviews with key stakeholders and Diploma learners in a sub-sample of 15 case-study consortia.

The Diploma consists of three main components:
• Principal learning – sector-related knowledge and underpinning skills needed to progress in relevant sectors.
• Generic learning – functional skills in English, mathematics and ICT, development of personal, learning and thinking skills, and a Project or Extended Project.
• Additional/specialist learning – additional subjects that offer the opportunity to study a particular topic in more depth, or to study something different that widens the learner experience such as another language, for example. Additional and specialist learning aims to broaden horizons and help to open up lots of different opportunities in future study and employment.

Diplomas also include learning in the workplace (a minimum of ten days’ work experience), and learning through realistic work environments, to enable the development of practical skills and work-related application of learning.

2. KEY FINDINGS

• Satisfaction with the Diploma
The majority of Diploma learners were satisfied with their Diploma course and were enjoying it. They found it to be interesting and different from other learning experiences and particularly welcomed the practical elements and links with the world of work.

• Information, Advice and Guidance (IAG)
IAG is important for a positive Diploma learning experience. The more satisfied Year 10 Diploma learners were with IAG prior to starting their course, the more satisfied they were overall with their Diploma. They also had more positive attitudes towards the Diploma and were more likely to think their course would have a positive impact on their future. The findings also emphasise the need for IAG to clearly inform learners about the subject content and learning style, particularly the balance between practical and theory-based learning.

• Diploma delivery
Collaboration between institutions was common and seemed to be working well. In-house delivery was also common, often because institutions felt there was no need for support from other providers to deliver particular lines of learning, although there were instances of institutions having concerns about collaboration.

• The teaching experience
Teachers felt the Diploma involved a different teaching and learning experience to other qualifications. They valued the opportunity for using a holistic model of teaching and the encouragement of independent learning, reported greater use of interactive teaching techniques and less dependence on textbooks and worksheets, and welcomed the link between theory and work-related learning. There was, however, more scope for consortium-wide approaches to monitoring the quality of teaching.

• Support needs
There were some challenges faced in teaching functional skills and mapping the skills to principal learning. There was also a desire across consortia for more guidance and support in relation to assessment (in general, not specifically relating to functional skills). Standardisation of assessment across partners remained under-developed.

3. RECOMMENDATIONS FOR POLICY AND PRACTICE

• Consortia may need support and guidance in how to develop consortium-wide quality assurance procedures (for example, in relation to standardised assessment and the quality of teaching practices). Any examples of good practice should be disseminated.
• More support and guidance needs to be given in relation to assessment, including approaches to the standardisation of assessment across partners.
• DCSF could consider exploring with Awarding Bodies how innovative teaching and the assessment approach could be more aligned.
• Consortia would benefit from further support and guidance on how to link functional skills with principal learning. The perceived disparity between the assessment approach and the aim of functional skills should be considered. Awarding Bodies should also be encouraged to review the level of difficulty of Level 2 functional skills examinations.
• The role of Level 1 Diplomas should be considered; firstly how best to promote Level 1 to teachers and learners so that take-up can be increased and courses could become viable; and secondly how to assist teaching staff in targeting Level 1 appropriately to those learners whose attainment to date suggests that they would not yet be able to achieve a Level 2 qualification.
• DCSF should consider how to further support consortia in ensuring that good quality and consistent IAG is provided to all potential Diploma learners.

4. RECOMMENDATIONS FOR CONSORTIA

• IAG should be a priority. Learners need to be made fully aware of the course content, learning approaches and assessment methods so that the qualification meets their expectations.
• The rationale for in-house delivery should be considered to assess whether a collaborative approach might better meet learners’ needs.
• A more strategic approach to deciding who should go on training courses, and which courses should be accessed, is required at a consortium level. Ensuring that the right people access training is essential.
• Consideration should be given to how best to broaden the additional and specialist learning offer within the planning and timetabling constraints within institutions, so that it meets its aims of providing high quality breadth or depth of curriculum experience.
• Consortia should consider how to develop effective quality assurance procedures across partnerships to monitor the quality of teaching and learning that are acceptable to all institutions within the consortium.

The full research report can be viewed/downloaded at: http://www.dcsf.gov.uk/research/ > Entering RR220 in the Free Text search field.

Comments

Functional Skills

Looking for resources for the Functional Skills element of the new diplomas? Then hop along to Guroo.info

Recently Written

• Key skills remain for a short period.
• Key Skills reprieved for apprentices only.
• New GCSE course in personal finance teaches pupils how to manage money
• Is the end of BSF a bad thing for diplomas?
• Academies veer towards vocational courses despite doubts over worth
• TES letters 4 June
• ASCL advocate a new general diploma
• New work experience in Diplomas booklet
• DCSF research report into diplomas
• Microsoft apprentice scheme

Categories

• Diploma Resources
• Diplomas in the Media
• Functional Skills
• Manufacturing and Product Design Diploma
• New Diplomas by Local Authority
• Travel and Tourism Diploma
• Uncategorized

Archives

• August 2010
• July 2010
• June 2010
• May 2010
• April 2010
• March 2010
• February 2010
• January 2010
• December 2009
• November 2009
• October 2009
• September 2009
• August 2009
• July 2009
• May 2009
• April 2009
• March 2009
• February 2009
• January 2009
• December 2008
• November 2008
• October 2008
• September 2008
• August 2008

Blogroll

• 14-19 Functional Skills
• Guroo Functional Skills - Great Functional Skills Resources