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Some routes are more equal than others

By Michael Lemin, Policy and Research Manager, Wednesday 15 November 2017

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Following over a year of media silence, the publication of the T-Level Action Plan provided a welcome insight into progress made and the challenges ahead for implementation of new T-Levels. One of the most striking revelations in the plan is that 4 routes will be delivered through apprenticeships only:

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Planning to succeed

By Esme Winch, Managing Director, Wednesday 15 November 2017

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The government’s Action Plan for the implementation of T-Level qualifications created as many, if not more, questions than it has answered. With deadlines looming, the information is still somewhat lacking. Considering the weight of expectation on T-levels in the education system, and the government’s desire to phase them in from 2020, the details on what the T-Levels comprise are sparse. We’ve taken a look at what we know so far and some of the more salient points that we’ve identified as potentially problematic.  

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Our survey says…

By Esme Winch, Managing Director, Wednesday 15 November 2017

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I’d like to open by thanking you for feeding into our recent research on end-point assessment (EPA) for apprenticeships. This has given us great insight into your thoughts, concerns and challenges around the delivery and assessment of apprenticeship standards. Unsurprisingly, chief amongst the findings was that virtually all providers responded that they expect qualifications to be part of the EPA for at least some of the apprenticeships that they deliver. This is a point we have raised several times in the past, as qualifications provide evidence and portability of learning across sectors and job roles.

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Qualifications that take pupils from the classroom to a career

By Lucy Thompson, Product Manager, Friday 27 October 2017

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I recently attended the Schools, Students and Teacher Network (SSAT) Annual Lecture where the discussion was centred on how well we’re preparing pupils for the future world of work. CACHE Associate Director, Julie Hyde, was amongst the panel members conducting an insightful debate on the findings of the Taylor Review and how it should be the responsibility of us all, not just the government, to ensure that we support our pupils to navigate the complex landscape that lays before them. Issues around political matters, such as Brexit and the growing “gig” economy, now exist that many of us didn’t have to anticipate when we were 16 years old. The next 5-10 years involves significant change in workers’ rights and freedom of movement which may impact upon the career prospects of current and future school-age pupils. How does someone prepare themselves for a future of such unprecedented uncertainty? To echo the esteemed SSAT Panel member’s unilateral comments, the answer lies in resilience and agility.

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2020 vision

By Esme Winch, Managing Director, Wednesday 18 October 2017

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Like most people, we can’t believe that it’s nearly November already. Not least due to a usual submission window from the Department for Education (DfE) passing us by without ever even opening. This has been a year unlike any other, where it’s been made abundantly clear that assumptions cannot be made  about the schools calendar. After a tentative wait, we’ve received the news that the 2020 performance tables will be opening this year for submissions. The technical guidance, we are told, will be released soon and we are still waiting for confirmation of when the first submission window will be opening.

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