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An evaluation of Entry level qualifications
The regulatory authorities, working with the Learning and Skills Council (LSC), completed their evaluation of Entry level qualifications in May 2004.
The research found that teachers and learners welcome the qualifications. They motivate learners, increase their confidence and help them to progress. They also help teachers to create better-quality learning programmes and encourage them to raise their expectations of learners.
The evaluation identified areas for improvement and sets out recommendations for the regulatory authorities in bringing these improvements about.
The evaluation can be downloaded from the right-hand bar. Information about the implementation of the recommendations can be found below.
Taking forward the recommendations of the Entry level qualifications evaluation report
Awareness raising
'The regulatory authorities should design and implement a strategy to explain Entry level qualifications to teacher, learners, parents and employers.'
QCA has developed a leaflet which gives a summary of the evaluation and recommendations. The leaflet can be downloaded from the right-hand bar.
QCA commissioned work on good practice in the use of Entry level qualifications. A set of case studies exemplifying good practice is now available (Good practice in the use of Entry level qualifications).
Data
'The regulatory authorities should require the awarding bodies to report annual data on Entry level qualifications to a central point. They should also work with the appropriate agencies to explore ways of gathering data on progression.'
The regulatory authorities have consulted with awarding bodies and other key stakeholders as part of a wider consultation exercise on the consistent gathering of data. The regulatory authorities have arranged to work further with key stakeholders during 2005 to harmonise the requirements for data collection.
Involving the inspectorates
'The regulatory authorities should recommend to the inspectorates that inspectors gather evidence of the impact on Entry level qualifications on teaching and learning as part of their routine inspection of provision at this level.'
QCA has written to Ofsted and ALI and has received a positive response from both inspectorates.
Developing new qualifications
Vocational qualifications
'The regulatory authorities should work with awarding bodies and Sector Skills Councils on the development of a range of vocational qualifications. This work should consider the value of setting down standards for employability as the basis for the qualifications...The regulatory authorities should consider the value of identifying employability skills at Entry level. Once contextualised, these could form the basis of qualifications at Entry level.'
An initial review of vocational qualifications was carried out in which gaps were identified for vocational taster qualifications and qualifications providing a broad preparation for employment.
Following this review, a working group was set up with interested awarding bodies to further explore proposals for developing vocational qualifications.
This work has now been superseded by work on the development of the Framework for Achievement and the foundation learning tier.
Pre-Entry learning and achievement
'The regulatory authorities should work with the necessary partners to ensure that the needs of learners working at pre-Entry level are met. In particular, work is needed to ensure that pre-Entry achievement (including distance travelled) is properly recorded and that programmes of learning are quality assured.'
QCA set out a model for the Entry level diploma as part of 14-19 Working Group on Reform’s framework of diplomas. The proposed model was capable of recording achievements of learners working below Entry level 1 in the National Qualifications Framework. The model also put forward proposals for measuring distance travelled for learners and identified the characteristics of a fit-for-purpose quality assurance system to underpin flexible assessment methodologies.
As part of the work on the foundation learning tier QCA will be working with the LSC to test the feasibility of incorporating learning and achievement below Entry level 1 and the facility to recognise learner-referenced achievements in units and qualifications within the Framework for Achievement.
Personal and social skills
'The regulatory authorities should present a proposal of how best to record and celebrate achievement in personal and social skills, including the possibility of developing standards in the wider key skill areas at Entry level and ways of measuring students’ progress in both formal and non-formal settings.'
As part of the work on the foundation learning tier QCA is working with the LSC to develop ways of recognising learner-referenced achievements in units and qualifications within the Framework for Achievement. QCA is also be developing a map of personal and social development skills to help awarding bodies submitting units and qualifications to the Framework for Achievement.
This work also links with other projects being run by QCA to consider how the Framework for Achievement can include achievements which are wider than the National Qualifications Framework, including awards in non-formal settings.
Alongside this work, QCA is conducting research into the development of standards and/or qualifications in the wider key skills at Entry level.
Level 1
'The regulatory authorities should review the range of provision at level 1 to ensure that all those capable of moving from Entry level have opportunities to progress to level 1.'
As part of the work on the foundation learning tier QCA is investigating how learners can progress in the Framework for Achievement. QCA is developing a map of learning and achievement at Entry level and level 1 to identify where gaps in provision exist, and explore how units and qualifications can be developed to support this.
Improving specifications
'Awarding bodies should identify target groups for each qualification, provide specific information about what capabilities learners need to access the learning, and divide the content into units...Awarding bodies must provide specific information about the capabilities that learners should have in order to benefit from the learning necessary for the qualification.'
This will be taken forward by QCA as part of its work to develop a rational framework of units and qualifications within the foundation learning tier.