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Our plan of action for 2020

By Esme Winch, Managing Director, Thursday 16 November 2017

As you’ll be aware, we’ve been waiting for further information from the Department for Education (DfE) regarding technical guidance and the submission windows for qualifications in the 2020 performance tables. We’re committed to transparency and honesty and, in light of new information, we’d like to share with you our plans to get ready for 2020. What the DfE have said

An insight into education

By Andrew Gladstone-Heighton, Policy Leader, Wednesday 15 November 2017

Education Secretary, Justine Greening, recently made her first appearance in front of the Education Select Committee, chaired by one of her former junior ministers, Rob Halfon. Beyond the value of this meeting of minds to policy nerds like myself, it gave us a chance to know Greenings’ mind, and her thoughts of how she feels education is faring on her watch. Quotes are taken directly from the transcript released following the event. What did we learn?

A Budget wish list for technical education

By Andrew Gladstone-Heighton, Policy Leader, Wednesday 15 November 2017

At this critical moment, with so much uncertainty about the future economic and employment prospects of the United Kingdom, we need significant and long term investment commitments across all levels of education and skills policy. More specifically, here’s my 5 point wish list for the Chancellor: To the Chancellor,

Some routes are more equal than others

By Michael Lemin, Policy and Research Manager, Wednesday 15 November 2017

Following over a year of media silence, the publication of the T-Level Action Plan provided a welcome insight into progress made and the challenges ahead for implementation of new T-Levels. One of the most striking revelations in the plan is that 4 routes will be delivered through apprenticeships only:

Planning to succeed

By Esme Winch, Managing Director, Wednesday 15 November 2017

The government’s Action Plan for the implementation of T-Level qualifications created as many, if not more, questions than it has answered. With deadlines looming, the information is still somewhat lacking. Considering the weight of expectation on T-levels in the education system, and the government’s desire to phase them in from 2020, the details on what the T-Levels comprise are sparse. We’ve taken a look at what we know so far and some of the more salient points that we’ve identified as potentially problematic.  

Our survey says…

By Esme Winch, Managing Director, Wednesday 15 November 2017

I’d like to open by thanking you for feeding into our recent research on end-point assessment (EPA) for apprenticeships. This has given us great insight into your thoughts, concerns and challenges around the delivery and assessment of apprenticeship standards. Unsurprisingly, chief amongst the findings was that virtually all providers responded that they expect qualifications to be part of the EPA for at least some of the apprenticeships that they deliver. This is a point we have raised several times in the past, as qualifications provide evidence and portability of learning across sectors and job roles.

Qualifications that take pupils from the classroom to a career

By Lucy Thompson, Product Manager, Friday 27 October 2017

I recently attended the Schools, Students and Teacher Network (SSAT) Annual Lecture where the discussion was centred on how well we’re preparing pupils for the future world of work. CACHE Associate Director, Julie Hyde, was amongst the panel members conducting an insightful debate on the findings of the Taylor Review and how it should be the responsibility of us all, not just the government, to ensure that we support our pupils to navigate the complex landscape that lays before them. Issues around political matters, such as Brexit and the growing “gig” economy, now exist that many of us didn’t have to anticipate when we were 16 years old. The next 5-10 years involves significant change in workers’ rights and freedom of movement which may impact upon the career prospects of current and future school-age pupils. How does someone prepare themselves for a future of such unprecedented uncertainty? To echo the esteemed SSAT Panel member’s unilateral comments, the answer lies in resilience and agility.

2020 vision

By Esme Winch, Managing Director, Wednesday 18 October 2017

Like most people, we can’t believe that it’s nearly November already. Not least due to a usual submission window from the Department for Education (DfE) passing us by without ever even opening. This has been a year unlike any other, where it’s been made abundantly clear that assumptions cannot be made  about the schools calendar. After a tentative wait, we’ve received the news that the 2020 performance tables will be opening this year for submissions. The technical guidance, we are told, will be released soon and we are still waiting for confirmation of when the first submission window will be opening.

Destination unknown

By Andrew Gladstone-Heighton, Policy Leader, Wednesday 18 October 2017

There was a lot of talk at the Conservative Party Conference about the ‘skills revolution’; largely centred on promises of greater degree level apprenticeship opportunities for teachers. This, along with raising the profile of apprenticeships and ‘gold standard’ T-level technical qualifications, are part of the government’s plan to raise the esteem of technical education.  These are welcome announcements from the government, but in order to create a true parity of esteem, we need to go much further in promoting, and embedding, technical opportunities in mainstream learning from an early age.

Flexibility in action: V Cert in Creative Studies: Craft

By Lucy Thompson, Product Manager, Wednesday 18 October 2017

We’re really proud to say that our Level 2 Certificate in Creative Studies: Craft has been developed to offer flexibility to schools to deliver a craft discipline that suits the needs of the pupil. This qualification aims to: · develop a broad and comprehensive understanding of craft


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