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Post-16 Education Review P a g e | 1 Post-16 Education Review Highlands College of Further and Higher Education’s response to the Scrutiny Panel terms of reference Report submitted to the Education and Home Affairs Scrutiny Panel October 2018 This report may be made available to the general public for borrowing, photocopying or consultation without the prior consent of the authors. P a g e | 2 This page is intentionally blank P a g e | 3 Contents Introduction ................................................................................. 5 1: Background to post-16 Vocational and Technical Education ................. 7 2: The provision for 16-19 year olds at Highlands College ..................... 10 3: Meeting the needs of Jersey’s young people .................................. 14 4: Meeting the needs of Jersey businesses and industries .................... 16 5: Equipping Jersey’s young people to be active participants in society ... 19 6: Highlands College performance as a post 16 education provider ......... 20 7: Future plans for Highlands College .............................................. 21 8: Recommendations ................................................................... 22 9: Authorship ............................................................................. 23 Bibliography .............................................................................. 25 P a g e | 4 This page is intentionally blank P a g e | 5 Introduction The Senior Leadership Team at Highlands College of Further and Higher Education welcomes this opportunity to provide the Education and Home Affairs Scrutiny Panel our collective views on Post-16 Education in Jersey. This report provides a contextual discussion around the place of vocational and technical education in general and how this applies to the provision of post-16 education in Jersey. Highlands College plays a central role in providing post-16 education to Jersey’s young people. The contribution that Highlands College makes to social cohesion and to the economic capital of the island cannot be underestimated. Yet its status and value to the island’s education and training infrastructure is not well understood and often goes unrecognised. This report provides both the argument and the evidence for the position of Highlands College, as Jersey’s only inclusive provider of post-16 vocational and technical education and training, to be strengthened and enhanced by any future government policy decisions around post-16 education and training. From our discussions we have drawn out the following ten recommendations which we believe would bring about significant change and improvement to education and training for young people in Jersey. 1: There should be an entitlement for all young people in Jersey to access free education and training to enable them to achieve a full level 3 qualification by the age of twenty-four1. 2: There should be an entitlement for all young people in Jersey to access free education and training to enable them to achieve both GCSE English and Maths at Grade 4 and above by the age of twenty-four. 3: There should be the opportunity at post 16 to pursue a mixed programme of both academic and vocational qualifications. 4: There should be a more integrated approach between work-based learning and college-based teaching, learning and assessment for 16-24 year olds apprentices. 5: Funding for post-16 students should be equitable across all States funded post-16 providers. 6: Ensure that the funding for all students with a record of needs or on disability support allowance continues to the age of 24. 7: Accelerate the funding, design and build of modern technical and vocational education facilities to be open by 2022. 1 A full level 3 qualification is defined as two full GCE A levels or a Vocational Qualification equivalence. P a g e | 6 8: Support all 16-19 year olds from disadvantaged backgrounds by continuing the funding for The Jersey Premium. 9: Create a Curriculum Council for post 16 Education and Training. 10: Raise the participation age in education, employment or training to 18. P a g e | 7 1: Background to post-16 Vocational and Technical Education Jersey is one of the few jurisdictions in Europe where compulsory education ends at the age of 16 and where post compulsory education (post 16) is not prescribed in law as an entitlement. According to the Education (Jersey) Law (1999/revised 2007), “the Minister shall ensure there is available education appropriate to the reasonable needs of the generality of young persons, having regard to their different abilities and aptitudes” (Part 8, paragraph 46). However, there is no compulsion to provide post-16 education in the act and the, “minister may charge a fee for the provision of education for persons over compulsory school age.” (Part 8, para 50/3). Highlands College is defined in Schedule 1 of the law as a “provided school” even though its direct intake of students has historically only ever been post-16. It is through custom and practice, rather than through any legal obligation or statutory requirement, that a States’ funded provision for 16-19 year olds in professional, technical and vocational qualifications has been provided by Highlands College. Without this funded provision at Highlands College, 90% of the school leavers from the island’s four 11-16 secondary schools would have no progression route. Similarly, the law prescribes the requirement of a curriculum council for compulsory education but this does not extend to post-16 education. Highlands College is the only non-selective provider of post-16 education in Jersey and shares a campus with Hautlieu School which is also a “provided school” offering GCE A Levels and the Internal Baccalaureate. In September 2013 a report entitled, Enhancing options at Hautlieu School and Highlands College written by Lesley Toms, the Interim Executive Principal, Highlands College and Hautlieu was produced for the then Department of Education, Sport and Culture. Whilst the report provided a considered overview of the provision at that time and promoted closer collaboration between the two post-16 institutions, it did not address the option of having one institution, with one senior management team and one governing body or examine the benefits this might bring to the post compulsory education provision in Jersey. Since the late 1970s, the majority of colleges in Devon (Exeter, for example) and Somerset (Bridgwater, for example) have been Tertiary colleges (a single post 16 provider for an area or region) offering a mixture of academic and vocational education. The South West region has consistently out-performed the rest of England for post-16 education in terms of student success rates and Ofsted ratings of outstanding. Having all forms of post-16 education under one roof reduces the perception that academic education is somehow superior to vocational learning and offers students the opportunity to combine subjects and qualifications along an academic/vocational continuum. Having a separate academic sixth form, delivering A Levels contributes to the perception that a college of Further Education, such as Highlands College, is inferior because it delivers everything else that is not the so-called gold standard of GCE A Levels. P a g e | 8 The Wolf Report (2011) adopted a ‘working definition’ in which vocational education and training was defined as covering any qualification type other than GCSEs or A Levels. In producing a narrative that described vocational education and training in terms of the way that qualifications are regulated, rather than in terms of curriculum content, the review had the unintended consequences of heightening “the historic and cultural divide between the “academic” and “vocational” curricula.” (Edge Foundation, 2010: p2). GCE A Levels are part of the British psyche (except in Scotland) because they have been around since 1951 in one form or another. Vocational qualifications, on the other hand, are less well understood by young people, their parents, teachers and employers. Vocational qualifications are necessarily more complex because they reflect the multi-faceted demands of the vocations for which they are intended to act as entry points. In the English education system, vocational qualifications are comparatively undervalued except by those who have taken such qualifications and become highly successful in their chosen careers because of them. Culturally and historically this lack of parity of esteem between academic and vocational routes can be traced back to the ancient Greek philosopher Plato who expressed the view that, “the lowest form of education to be for those who worked with their hands and not with their minds.” (Billet, 2014: p5). Historically the post 16 Jersey Curriculum has followed that of England and has only managed to avoid some of the costly disasters in the reform of vocational qualifications, such as the Diploma, by pursuing a wait and see what happens policy. Government vocational education reforms in England have suffered from ‘policy amnesia’ (Isaacs, 2013) where the mistakes of the past have been carried through to successive vocational qualification reforms. The latest reform in England is the introduction of “T” Levels, which is a further attempt to deliver a vocational curriculum to match that of the vastly superior systems in continental Europe. The nomenclature has changed from vocational qualifications to technical qualifications in an attempt to shake off the perception that this type of education is only associated with
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