Blog posts for author:Lindsay Plumpton

So the big day has arrived and the result is…. that the overall pass rate is down for the first time in 30 years.  However, the percentage of A* grades awarded has risen from 7.6% to 8.2%. Despite this, there are a record number of university places available and students could still get places at their chosen university, even if they have not achieved the required grades.

A Level results day – the countdown is on and nerves are running high. In just a few days, thousands of young people across the country will be either celebrating or commiserating as they open that all-important envelope. Eyes awash with tears of relief, of joy, of disappointment. But what happens if the results that they’re clutching aren’t quite what they’re expecting? What next? A recent piece of research conducted by Which? University revealed that more than half of students in England and Wales have no back-up plan if they fail to get the grades they need to get to their university of choice. What’s more, almost three-quarters of applicants (70%) have not researched the clearing process for unfilled degree places (as reported by the BBC).

Last week saw the launch of two very important consultations from Ofqual. One is focused around withdrawing the regulatory arrangements for the Qualifications and Credit Framework (QCF) and the other is looking at Guided Learning Hours (GLH). Ofqual has concerns about the QCF in terms of its ‘unitised’ style of learning and the worry that it is not supporting unit and credit transfer or synoptic assessment.

MPs are set to take a closer look at the effectiveness of Apprenticeships and Traineeships for 16 to 19 year olds, it has been reported. The House of Commons Education Select Committee has called for written evidence for the inquiry; particularly looking at whether Apprenticeships and Traineeships meet employers’ needs and prepare learners for work.

This week has seen a flurry of ministerial movements across government and Prime Minister David Cameron has commented that he is proud to lead "a fresh team with the idea, the energy and the ability to take this country forward." The reshuffle shows a real move to the Right policy wise, possibly as a reaction to losing Conservative voters to UKIP in the recent European elections.

‘The relevance of enterprise in education’ is Lord Young's third and final report on the importance of entrepreneurial spirit in education. The report is the latest in a series of moves from the government to make sure that young people leave education prepared and ready for the world of work. The review, aimed at all stakeholders in the world of education, contains a number of recommendations which encourage a more enterprising approach to learning. One proposal is that students should be able to rank university courses by their employment rates and earning potential.

Care Minister Norman Lamb has appealed that we ‘drive up standards’ in the care profession following an independent review which has highlighted inconsistencies in training. In a new scheme set to be launched in March 2015, care workers will have to earn a training certificate within 12 weeks of starting a job and topics will include infection control, dementia care and patient dignity.

It’s been reported that A-levels and GCSEs in arts subjects in England, including music, drama, art and dance, are set to be made more "rigorous and demanding". The tougher exams will come into play from September 2016 as part of the Government's programme of exam reform. GCSEs in history, geography, sciences and modern languages are also being revised to bring them into line with English literature, English language and maths.

Looking to the future, the landscape of educational delivery is far from clear, particularly with regards to the use of technology in education – a hot topic on everyone’s lips at the moment. This month, a report was published by the Further Education Learning Technology Action Group (FELTAG), making a number of interesting recommendations to Skills Minister Matthew Hancock regarding their vision of a digital future.

A Cambridge University professor, Mary Beard, has expressed concern that online open courses are in "danger" of creating divisions in society. Professor Beard has said that these courses risk setting apart the "privileged few", who receive face-to-face teaching from the "unprivileged mass" who learn via a screen. At NCFE, we’re committed to providing learning opportunities to individuals from all backgrounds and we feel that the option of online and blended learning actually helps us to do this by granting a wider access to education and a more flexible approach. That's why we offer distance learning solutions.