How can colleges influence the policy makers of Department of Education and DEL to realise that true vocational education is best delivered by colleges to meet the new entitlement framework?
Perhaps this is to do with helping promote what a range of education the colleges can deliver and to help peopl understand the quality of that provision? This is very difficult when it is difficult to compare the outcomes that colleges create against a school. Perhaps with unitisation we can prove that colleges can get learns to travel a further distance in less time? Bring on the Framework for Achievement.
‘School leaders in England are concerned at the new way the government is assessing students’ progress.
They say the “contextual value added” measure – already being used by Ofsted inspectors – disadvantages schools with previously high performance.
The CVA will also be one of the main ways schools are compared in this year’s league tables.
Ministers have said it is “strong and robust” – but they are going to “refine and improve” it during the year.
The way CVA is calculated is highly complex. It involves adjusting pupils’ test results by taking account of such things as gender, ethnicity and poverty. ’
The real issue to tackle is raising the profile of the progress routes and career opportunities that vocational education provides – among parents, young people and teachers! FE also needs to be and to be seen to be better in its pastoral care provision for 14-19 year olds
Perhaps this is to do with helping promote what a range of education the colleges can deliver and to help peopl understand the quality of that provision? This is very difficult when it is difficult to compare the outcomes that colleges create against a school. Perhaps with unitisation we can prove that colleges can get learns to travel a further distance in less time? Bring on the Framework for Achievement.
16 Oct 2006
07:51
Just to quote from BBC in England…
‘School leaders in England are concerned at the new way the government is assessing students’ progress.
They say the “contextual value added” measure – already being used by Ofsted inspectors – disadvantages schools with previously high performance.
The CVA will also be one of the main ways schools are compared in this year’s league tables.
Ministers have said it is “strong and robust” – but they are going to “refine and improve” it during the year.
The way CVA is calculated is highly complex. It involves adjusting pupils’ test results by taking account of such things as gender, ethnicity and poverty. ’
16 Oct 2006
08:06
Thanks Justin that is a useful article and is a new phrase for us all to savour-contextual value added!
16 Oct 2006
15:14
The real issue to tackle is raising the profile of the progress routes and career opportunities that vocational education provides – among parents, young people and teachers! FE also needs to be and to be seen to be better in its pastoral care provision for 14-19 year olds
31 Oct 2006
20:25