14-19 Workforce Development

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14-19 Workforce Development ...


Date: 27 June 2007 Number: B 07/4/11

    Location: Buckingham Palace Road Item: N

    14-19 Workforce Development


    1. This paper is to update the Board on the TDA’s role and on progress in contributing to

    workforce development for the 14-19 reform agenda in the context of the work of other

    national partners.


    2. The Board is invited to note the Agency’s planned activities contributing to workforce

    development for the 14-19 reform agenda, together with some of the challenges facing the

    project and associated ameliorating actions.


3. Diploma delivery begins from September 2008. Consortia of local schools and colleges

    wishing to offer Diplomas are required to pass through a ‘gateway’ process. Preparatory

    workforce development activities have been in place since the successful consortia were

    announced in March 2007.

Communication implications

4. There will be a major national communications strategy aimed at promoting the Diplomas

    to learners, parents and employers from September 2007. This will be managed by the

    DfES on behalf of all the workforce development partners.

Resource implications

5. The TDA has received ring-fenced funding for the financial years 2006-07 and 2007-08 of

    ?644,000. Funding beyond 2008-09 depends on the outcomes of the Comprehensive

    Spending Review.

Contact point

6. Alison Atkinson (, ext. 8097) or James Pender

    (, ext. 8203).


    The national partnership for 14-19 workforce development

7. The TDA is contributing to one strand in a much wider programme of 14-19 workforce

    development being co-ordinated by DfES. A total of five work strands have been

    commissioned by DfES, involving eight national partners with the following remits:

    ? the TDA and Lifelong Learning UK (LLUK) to supply additional teacher training and

    upskill the existing workforce for the introduction of the Diplomas;

    ? the Specialist Schools and Academies Trust (SSAT) and the Quality Improvement

    Agency (QIA) to provide training and support materials for Diploma practitioners;

    ? the National College of School Leadership (NCSL) and the Centre for Excellence in

    Leadership (CEL) to provide training and support for leaders and managers involved in

    delivering the Diplomas;

    ? the Secondary National Strategies (SNS) and the Quality Improvement Agency (QIA) to

    provide training and support materials for delivery of Functional Skills; and

    ? the National Assessment Agency (NAA) to provide support for exam officers involved

    with assessing the Diplomas.

8. A 14-19 workforce development project board, chaired by DfES and including

    representatives of all eight partners, monitors the work across all five work strands in order

    to ensure a coherent package of support for the 14-19 workforce. Additionally, ministers

    have convened a 14-19 Chief Executives Group which meets regularly as a forum to

    discuss overall 14-19 reform.

The role of the TDA in 14-19 workforce development

9. The TDA is working in partnership with LLUK to ensure that there is additional teacher

    training supply and up-skilling of the existing workforce. The LLUK and TDA partnership will

    underpin and complement the support for 14-19 workforce development offered by other

    national partners and is being presented by DfES as a component of the wider package of

    support available to schools, colleges and training providers involved in Diploma delivery.

10. Some workforce development partners are developing support which will be available to

    gateway successful consortia only (for example, a number of partners are providing 3 and 4

    day training sessions for successful consortia on preparation for delivery of the Diplomas

    and Functional Skills). The work of the TDA and LLUK will support the existing workforce

    and is available to all schools and colleges regardless of gateway status. All our resources

    will be open access with links from both the TDA and LLUK websites.

11. We will offer training needs analysis for the workforce which will then be converted by

    individuals into training plans and will also drive demand for relevant Continuing

    Professional Development (CPD).

12. Despite the difference in focus, there are clear links between the work of the TDA and

    LLUK partnership and that of other workforce development partners. Reports, tools and

    other resources that the TDA and LLUK produce to support 14-19 workforce development

    will eventually all be placed on an online portal along with resources provided by other

    partners. Findings from our research into effective teaching on 14-19 programmes have

    informed the content of the 3-day training courses on Diploma delivery being run by SSAT

    for successful consortia. Members of the TDA 14-19 team have been consulted on the

    materials and training programme developed by the SNS to support the Functional Skills



Milestones achieved

13. The following activities have taken place:

    ? in March 2007 a residential was held with representatives from TDA, LLUK, DfES,

    secondary schools, FE colleges, employers and Diploma Development Partnerships

    (DDPs) to discuss commercial and industrial updating for Diploma practitioners;

    ? in April 2007 a joint report entitled Excellence in Supporting Applied Learning was

    published, identifying current good practice in the teaching of applied learning to 14-19

    year old learners by institutions working in partnership (available in hard copy or from the


    ? in May 2007 a booklet based on the outcomes of the report was published entitled

    Training and Development Guidance for Teachers of Diplomas;

    ? in June 2007 an on-line self audit training needs analysis tool of skills and knowledge

    was launched which will be required by teachers planning to deliver the Diplomas. This

    is available at either or; and

    ? in June 2007 a contract was awarded to develop a classroom-based resource to support

    Diploma teachers working with employers and industry representatives.

Forthcoming milestones

14. The following activies to follow

    ? a specification for the pilot of a commercial and industrial updating programme will be

    available from the end of June 2007. This is envisaged to consist of a one day

    ‘occupational awareness’ work placement followed by an accredited short course for

    Diploma practitioners to gain ‘occupational currency’;

    ? publication of a report on the effective deployment of and training and development

    needs of support staff working in applied learning settings by end June 2007; and

    ? launch of self audit training needs analysis tool for support staff by July 2007.

Initial Teacher Training

15. The DfES has asked the TDA to develop an ITT element in supporting the roll-out of the

    new Diplomas. The Agency has proposed a twin track approach to creating supply to meet

    the needs of the 14-19 reforms:

    ? migration of places from the providers offering training which underpins the existing eight

    vocational General Certificate of Secondary Education (GCSE) strands; and

    ? generation of new subject lines where migration is not possible.

16. Currently, 400 places cover the existing eight vocational subjects. There is DfES-funded

    provision (beyond the supply model) to bring in (by the end of 2010/11 academic year)

    another 350 places to accommodate subject lines where there is no clear overlap between

    Diploma lines of learning and the existing vocational subjects.

17. Providers will be invited to bid for places related to Diploma lines of learning in July 2007,

    as part of the regular ITT allocations bidding cycle. In making decisions about allocations,

    the Agency will consider the following criteria:

     partnership agreements with schools which were successful in bidding to become part

    of the 'Diploma Delivery Consortia';

     relevant vocational ITT experience;

     relevant ITT experience; and

     relevant post-compulsory ITT experience.

    Wider activity

    18. Beyond the specific remit of the 14-19 workforce development programme, colleagues in

    the Wider Workforce directorate are contributing to the 14-19 reform agenda in other ways

    which include:

the review of HLTA standards and the national occupational standards supporting

    teaching and learning to make them more flexible and relevant to diverse roles. This

    has involved work with schools offering vocational training and with partners in FE;

     the development of HLTA mathematics and science specialisms to support new needs

    in secondary schools. This has involved work with SSAT and the mathematics and

    science learning centres; and

     networking with other sector bodies and sector skills councils, in particular those

    developing Diploma lines.

    19. Development Directorate have has also met DfES to discuss the appropriate change

     management strategy to support the 14-19 reform agenda.

    Key Issues

    20. The key challenges facing the TDA and LLUK include:

    Challenge Mitigating actions Identifying and defining clear The 14-19 workforce development project board parameters between different provides the opportunities for partners to discuss

    workforce development partners plans and projected outcomes which help to

    clarify the relationships between the different

    elements of the overarching workforce

    development project. The DfES has also

    commissioned work to map out the workforce

    support offered by different national partners

    and to ensure coherence across the wider


    Making appropriate linkages across A cross-Agency liaison group with the work of TDA policy and delivery representation from all Directorates has been

    directorates set up with a first meeting planned for July 2007

    Developing effective collaborative The TDA is developing a written protocol which

    working practices across institutions will clearly define the expectations, roles and

    responsibilities of both the TDA and the LLUK in

    their working relationship Managing the imbalance of resources The TDA has discussed this with LLUK and

    between the TDA and LLUK where there has been mutual resolve to address the

    LLUK has greater responsibility but a issues. The disparity of responsibility lessens

    lower level of resources over the duration of the project ITT planning for Diploma workforce Mapping work is underway to inform ITT

    numbers and financial incentives planning

    Very challenging deadlines (the first The TDA’s 14-19 team is using project planning Diplomas will be offered from tools and processes to ensure that there are

    September 2008 and workforce structures in place to ensure successful

    development needs to be available completion of tasks whilst preserving maximum

    well before that date) flexibility. Two members of the team have

     undertaken additional project management

    training to support this

     We are confident that we can deliver the strand of work which we have been assigned.

    Training and Development Agency for Schools

    June 2007

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