Frequently asked questions

Why reform 14-19?

The ages of 14-19 mark a critical transition phase in young people's lives whilst they prepare for the move into adult life and employment, building on their earlier learning. This transition is made well by many, but by many others it is not. Too many drop out of the formal education system at 16 as they have lost interest in learning. Furthermore, of those that remain, too many fail to reach their full potential.

In Hampshire, the system has many strengths. In the 2005/2006 academic year, over 60% of 15 year-olds gained five A*-C grades at GSCE. These strengths are underpinned by the increasing diversity of post 16 provision along with a huge range of subjects available for advanced study.

The system also has its weaknesses. In the 2005/2006 academic year nearly half of students in Hampshire did not achieve at least a C grade in English and mathematics and one in 50 left without a single GCSE. Furthermore the system as a whole offers insufficient opportunities to follow work related routes – more young people could benefit from practical and applied pathways and flexible routes post 14 and post 16.

What is 14-19?

The 14-19 Agenda states that all young people should follow a broad and balanced curriculum with greater flexibility and choice at Key Stage 4 with the ability to follow a personalised route into further education or training.

For a full explanation of the history behind the 14-19 agenda go to the Post 14 policy page.

Who does it apply to?

The 14-19 curriculum is not necessarily age related: it applies to all young people who have reached the appropriate stage in their education. In general, however, most young people are likely to be entering Key Stage 4 in Year 10 around the age of 14. These young people may wish to follow either a more vocational or more academic route or to combine aspects of the two. The stated aim of government is that 90% of young people remain in education or training post 16. In Hampshire the rate of progression is just over 80%.

What does it involve?

It is envisaged that there will be a greater variety of pathways, each personalised to the young person's needs. These will include GCSEs, applied GCSEs, specialised diplomas and other vocational qualifications, work related learning programmes and apprenticeships. Qualifications will be available at three levels. A Diploma has three components:

principal learning - mandatory, sector related learning
generic learning - including functional skills in English, mathematics and ICT, personal, learning and thinking skills, work experience and a project
additional and specialist learning - sector specific units and qualifications

The diplomas will offer a unique blend of practical and applied learning and will focus on one of 14 occupational sectors available at all three levels which must be available in each travel to learn area by 2013.

The Diploma – QCDA

When will the new Diplomas be available?

Five will be available from September 2008:

engineering
society health and development
information technology
creative and media
construction and the built environment.

Another five from September 2009:

land-based and environmental
manufacturing
hair and beauty
business, administration and finance
hospitality and catering.

And a further four from September 2010:

public services
sports and leisure
retail
travel and tourism.

Who are the Consortia and what is their purpose?

As it will not be possible for any single institute to offer such a wide range of qualifications, the delivery of this coherent yet flexible curriculum will be reliant upon effective partnership working within a local area. Schools, colleges, training providers and other agencies (who together make up a 14-19 consortium) have the task of making this a reality in each of the travel to learn areas.

The Local Authority and LSC have a shared responsibility to commission provision where it does not exist and ensure the quality of the provision. Schools, colleges and training providers will need to continue to work together in partnerships to ensure comprehensive 14-19 provision is offered to all young people.

More detailed information on each of the consortia can be found on the consortia pages.

What is a travel to learn area?

A travel to learn area is defined as the area within which a young person can reasonably be expected to travel to and from a place of education, employment or training within the working day.

How will 14-19 be funded?

Dedicated Schools Grant: Funding has been delegated to secondary schools to enable them to cover the additional core costs of delivery including teaching, curriculum planning, resources and equipment and relevant fees. It is intended to enable schools to purchase provision which they cannot themselves directly provide from other schools, colleges or private providers in the area. In 2007, in addition to a rise of 3%, there will be an additional lump sum allocation in line with indices of multiple deprivation. It is envisaged that schools will pool funding in their consortia to achieve economies of scale in order to offer more provision locally.

Centrally held funding is being deployed flexibly by 14-19 partnerships to ensure that the necessary systems to support choice, collaboration and diversity are developing. This includes delivering the data for the area prospectus, developing common timetables, and seeking solutions to other challenges arising from collaboration.

If you have any questions that are not listed, please contact Paula Garvey on:

Tel: 01962 845296

14-19 Education in Hampshire