The City and Guilds Institute of London (CGLI) has developed a new qualification namely a TechBac. Everyone interested in education knows that the current education and training system is failing to deliver the skills needed for employment and the workplace. There is now a consensus amongst educationists, employers, parents and students that the curriculum is too narrow and academic. In addition the curriculum is dominated by over assessment and examinations regimes which further deflect the teaching and learning process from its true purpose. A great deal of time is spent preparing for assessments and examinations and an obsession with national league tables. The curriculum is very much prescribed and allows teachers and students little freedom to explore wider issues. Little attention is given to the soft skills like, communication, managing one’s own learning, mentoring, numerical and financial literacy, problem solving, and working in teams. Also little opportunity exists for meaningful work experience programmes and hence the gaining of knowledge and the necessary skills required for the workplace. A recent survey of employers showed that 77% of them thought that a work experience prepared the learners to be more work ready. Previous attempts to introduce vocational elements into the curriculum have largely failed e.g. CPVE, GNVQs, vocational diplomas and the TVEI because they did not find favour with one government or another.

The development of a Baccalaureate type qualification in this country has had a chequered history. The proposed British Baccalaureate in 1990 promised much being sponsored by the Institute of Public Policy Research (IPPR) and a number of Labour politicians including Tessa Blackstone but was quickly dropped when the Labour party was subsequently elected in 1997. The debates after the publication of the British Baccalaureate centred on the sanctity of ‘A’ levels and as usual their supposed gold standards, and indeed those of the GCSEs which continued to reign supreme. The curriculum maintains its academic bias still today. Other attempts to introduce a baccalaureate failed (see article ‘The TechBacc- What Chance of Success’? (1)).

So it is with great interest that the City and Guilds (CGLI) are developing a new qualification for 14 to 19 year olds called the ‘TechBac’ and have argued that the award will create the technical and professional skills needed for the modern workplace. In addition the award will offer progression to apprenticeship programmes and to further and higher education and training. The Institute has worked closely with industry to gain endorsement of the award as well as helping to develop the specification to create the skills that employers want from their employees. Employer involvement has been significant at the design, recognition, and assessment stages which will engender credibility with employers, parents and the learners themselves. The award is available at level 2 and 3 with different sizes of units to fit the learner’s study programme and can be delivered in one or two years. The award has been approved by the Department for Education (DfE) and will attract UCAS points and will be published on national performance tables. The TechBac comprises two main elements: technical skills; and transferable skills and workplace behaviours. The technical skills have been designed to meet the latest industry needs and standards and to be rigorous and delivering high quality practical learning. The professional transferrable/workplace skills aim to develop, accredit workplace skills and help the learners to be more confident, competent and ready for employment in the world of work.

The award has also introduced a reduced assessment burden with an interesting grading profile namely grade 1: outstanding, grade2: good, grade 3: requires improvement and grade 4: inadequate. The Technical Certificate (TC) will consist of 360/450 Guided Learning Hours (GLHs) made up of 30/60 GLH units. A pass of the Technical Certificate (TC) will allow progression to an apprenticeship programme or onto a level 3 Technical Level Qualification (TLQ). The award comprises a set of mandatory content which must make up at least 40% of the qualification. A proportion of the awards will be assessed externally with a minimum of 25% for the Technical Certificate (TC) and 30% for Technical Level Qualification (TLQ).

The award will include a practical work experience programme which will allow the learners to monitor, evaluate their work placement and encourage the placement providers to improve the quality of future placements. In addition an assessed project qualification which will help to develop the learners’ independent study skills. Soft skills will also be assessed which are not currently accredited by other qualifications. The award will be available to schools and colleges and will offer provision for 14 to 18 yea rolds.
Clearly there are many challenges in introducing the award. It will face the same issues that have dogged previous attempts to introduce vocational elements in the curriculum. It must be strongly promoted and endorsed by the government, employers, customers and educationalists. Education and training providers must provide clear, honest brokership and open information, advice and guidance to prospective student’s i.e. articulate ambassadors to champion the new award. Hopefully it will succeed and realise parity of esteem with existing awards. It will be introduced in 2017.

For more information of the TechBac visit the CGLI website http:/techbac.com

References:

(1)   www.techedarchive.org

Summary of Progression Routes:

Possible choices:

Up to 16 >CORE +EBacc GCEs+3Technical Awards or non-core GCSEs +Additional GCSEs or Other qualifications.

16 to 18 >‘A´ levels/Applied Generals/Tech Levels/TechBac/Technical Certificates/Apprentices/Traineeships. Mixed programmes can also be taken i.e. blend of Applied Generals, ‘A’ levels and Technical Qualifications.

18+> Higher Education or Apprenticeship or Employment.

The above is a classic example of a clustered and confusing qualification landscape so typical of this country.

The value of work experience at all levels of the education system has long been acknowledged although many employers, employer groups and universities have not been fully convinced or supportive of work based learning. Even today there is continued resistance, albeit thankfully now declining, to work experience programmes. Over the years universities and a number of employers have been criticised   for not recognising the value of work-experience programmes and its essential focus on the practical aspects associated with the world of work.  Too often they were obsessed with the academic aspects of degree subjects with the resultant neglect of the practical applications of that knowledge in the work place or were more interested in the university from which students graduated. Interestingly to note that 19% of graduates are now working in non-graduate jobs, a figure that is predicted to increase in the future and a stark reminder of the woeful state of the supply and demand strategies being operated in the country!  In order to address skills shortages and gaps the country urgently needs more engineers (estimated to require a 100% increase in order to satisfy current demand), computer science graduates (20,000 needed) and many more skilled technicians in order to begin to rebalance the economy. A recent survey highlighted the need to produce 1.82 million engineers and technicians by 2022. The current decline in the teaching of Design and Technology (D&T) in schools both associated with the number of qualified teachers and the low number of students wishing to study the subject is particularly concerning. The subject has always struggled to be fully recognised in the national curriculum.

Work experience also helps create business critical skills /attributes often referred to as  soft skills which are seen as being very important in preparing people entering employment.

Early work experience programmes are crucial as a predictor of future career performance and outcomes. It is essential that all parties make a long term commitment to work experience programmes at all stages of education and training. In addition there must be a long term and continued commitment to the development of high quality apprentice programmes. Internships if properly managed with interns receiving a proper wage and involved in the company have allowed some employers to witness the benefit of relevant and real on job training and experience. These programmes must be further expanded across all employment sectors with SMEs particularly given far more financial and government support to increase their involvement.  Interesting to note that SMEs employ 60% of workers in private sector companies and this figure will increase significantly in the future. Equally important SMEs must be supported to engage more fully in apprenticeship programmes.

Extended programmes of work experience at all levels especially at the school stages of the education and training system are urgently required as this will greatly benefit all parties and the wider economy.  A great deal of discussion recently has centred on the need to  create ‘work ready graduates’  and programmes of work experience will most certainly assist in this essential endeavour.  Equally important more effective programmes of careers information, advice and guidance must be developed within the education and training sectors with an emphasis on honest and realistic broker-ship. It is also essential to recognise the importance of the older worker in these programmes as the work force ages and the realities of the demographic trends are more fully understood. Currently 25% of the country’s workforce is over 50 years of age and this figure will significantly increase in the future.

Students must also be more realistic about their studies and take ownership of their career intentions particularly at the earlier stages of their education. Too often they drift into HE without any real idea of what they want to do after graduation. In addition parental and teacher pressure often sets them on the wrong study/career path.

Businesses/companies, CBI, Chambers of Commerce, professional bodies should put more effort in to writing and communicating realistic descriptions and explanations of their fields of work, production and services which speak to 14-16 year olds as well as post16s. They have as much responsibility for grabbing young people’s attention as any other institution.

If this country is serious about rebalancing our economy and realise the rather clumsy and stupid slogan  ‘march with the makers’  made by the Chancellor of the Exchequer it must address some fundamental practices and beliefs.

The country urgently needs to rethink its current obsession with the financial services and consumerism. To summarise it must move towards production and away from a consuming society and create a more sensible balance between the manufacturing and service based industries. The education and training system has a central role to play and the introduction of extensive programmes of work experience is an essential feature of this endeavour. Following cuts to colleges over the past few years 25% of Further Colleges (FECs) are expected to be bankrupt within the next year and a number of commentators have argued that £500m should be taken away from the current vast reserves held by some universities. FE colleges have a central role in training engineers, technicians and skilled workers in strategically important industries that will form the basis of a rebalanced economy and must be resourced properly.

What progress has occurred since the government announcement that it intends to reform and rebalance the country’s economy? There is little evidence of that commitment so far in spite of a great deal of rhetoric about skills shortages, gaps, restoring a manufacturing base, productivity levels etc. Age old issues are rehearsed yet again but with little positive and lasting results. If the country is foolish enough to vote to leave the EU the situation will further get worse in terms of competitiveness, skills shortages etc. Lets hope sanity is realised.

The slogan ‘march with the makers’ coined by the Chancellor trivialises this crucially important endeavour bearing in mind the multitude of long standing and fundamental problems and factors associated with the economy. In order to resolve these problems radical solutions need to be identified and addressed recognising that many will be painful for politicians, the financial and banking services, employers and society in general.

In order to compete internationally and establish a rebalanced economy based on manufacturing the following important actions will need to be taken:

Reduce the emphasis on financial and service/consumer based industries and establish a more balanced economy founded on the manufacture of high value products and services. Credit has become the primary aim of growth – debt rules the financial systems in many parts of the world and we have a situation where there is now a form of dictatorship by creditors. In earlier time the manufacturers/producers drove the economies but now the bankers dominate and largely determine the economies of many countries.

Move from a linear to a circular economy. Rethink the design, manufacturing and distribution of products – develop a culture of recycling and cease the built in redundancy created by manufacturers. Recycle material to generate energy and to manufacture new products.

Realign the manufacturing base reducing the emphasis on military and weapons production and exports. Develop a set of manufacturing companies that produce high quality products.

Devolve powers from the City, London and the South East to the English Regions and home nations e.g. NI, Wales and Scotland exploiting the undoubted strengths of the whole country and creating a more equitable and fair society.

Develop strong trading links with the emerging economies and recognise the importance of the EU to the economy. If the country is foolish enough to vote to leave the EU the future for the economy is dire.

Raising the levels of productivity within the current work force the country has a productivity level 20% below France, 32% below America and 33% below Germany. A recent survey showed that many workers spent a great deal of their supposed working time on the internet, twitter and sending pointless emails – this partly explains the reason for low productivity.  Education and employers have a major role to play here via in-service training and CPD etc. The dire state of the nations economy must be recognised and addressed – the massive personal and corporate debt will eventually hit a brick wall and cause the country to be totally bankrupt with all the consequent problems. Continued QE will not solve the problems it has only benefitted the banks/financial sectors, the art world, high valued property markets i.e. the 1% of the population and there is no evidence of any benefit or trickle down  to the real economy and the average person. The country and its economy is based on further increasing debt and this must cease and move to producing products that the world will buy.

Massive and sustained investment in infrastructure e.g. transport – roads, railways and public transport in general, affordable housing, digital connectivity and the development of quality broad band across the whole nation.

Raise significantly the current level of skills of workers and move away from a low skill/ low waged economy/high benefit regimes. This example is reinforced by the rapid growth of zero hour contracts.

Develop business critical skills/attributes often called soft skills to prepare people entering employment. Skills such as creativity, team working, problem solving, communications, managing ones own learning etc. are increasingly becoming more important.

Reduce the amount of pointless bureaucracy imposed on employers and provide incentives for employers to train their staff. Sadly investment by employers over the past 20 years has declined every year and this intensifies during recession and turn downs in the economy.

Once and for all adequately resource FE colleges with funding methodologies that recognise high cost low recruitment in strategically important technical, practical orientated and vocational subjects.

Promote and raise the profile of the importance of technical, commercial and vocational education and training across the education system. Create a parity of esteem between FE colleges and Higher Education institutions.

Stop institutions and the school curriculum from academically drifting. Reduce the obsession with examinations and assessments and the academic dominance in the national curriculum.

More fully recognise the importance of FE colleges and training providers and the crucial role they play in training engineers, technicians and skilled practical members of the workforce. Significantly increase and sustain the funding to FECs.

Create more links between schools and FE colleges using the experience of the TVEI.

Develop more work based learning in schools and colleges with compulsory work placements and experience programmes.

Involve employers more in the development and monitoring of the school curriculum.

Continue to create and resource high quality apprenticeship programmes including those at the higher levels. The government must inform employers of the value of apprenticeships and the need for levies. Employers must know what the level of the levy means for them and the apprentices.

Develop more effective and accurate labour market intelligence methods particularly associated with supply and demand issues.

Develop more effective careers information, advice and guidance systems in schools, colleges and universities.

Develop a greater emphasis of technical and vocational elements within the national school curriculum. Create a greater balance and integration between the theoretical and practical aspects of the curriculum. Review fundamentally the balances between content, knowledge, competences and skills with the curriculum.

Tackle the need to develop mathematical, scientific and technological literacy across the curriculum at all levels i.e. school and post-16 curriculum.

Create a better balance between applied and academic skills and between the hard an soft skills in the national curriculum

Develop clear policies and strategies on skills shortages and gaps using accurate and up to date supply and demand data.

Recognise and support more fully micros and SMEs and their important place in the future economy.

Some additional thoughts:

We need to reverse the current financial policy/philosophy of placing the economy over society. The economy is currently driven by banks, financial organisations and the 1% rich and this is now acknowledged as having massively failed. The new approach should be society over economy putting social and people in the driving seat. Obviously this is a very radical proposal which does not fit with current financial practices and political beliefs.

In addition private/personal debt must be addressed and significantly reduced and if possible completely eliminated. This will allow people to invest and save and this in turn will increase demand and contribute to the health of the national economy. People at present are spending what money they have on servicing debt and coping with the costs of living, low wages, frozen annual wage increases and the continuing erosion of working conditions e.g. zero hour contracts. The high costs of covering such items as rent and mortgages continue to dominate their budgets. The obsession with property must be reduced significantly particularly in Britain.

If the economy is driven by society and its members many of the current problems will be reduced. As the nature of work is transformed by robots, the new technologies and the consequences of the global economy developed nations need to urgently review and reform the way it manages employment and the economy. The government must have a clear vision and policy on the national economy and the future nature of work and how this impacts on workers and citizens. One possibility is the introduction of Universal Benefit Income (UBI) which will allow people to survive financially. Radical and challenging reforms are now needed particularly for the developed nations like America, Britain and the EU.

The Jargon Continues

The world of education and training continues to bombard us with complex and often meaningless jargon and slogans avoiding more simplified meanings. Inspection agencies are particularly probe to seek sanctuary in jargon and slogans. The topic has also now invented its own jargon namely eduspeak, pedagogese and edutalk etc!