Wednesday, April 28, 2010
Diplomas - the first year.
A national evaluation of the first year of the Diploma programme in England has been published.
The research was conducted by NFER and Exeter University, commissioned by the DCSF. The research reviews the delivery of the first five Diploma lines (Construction and the Built Environment; Engineering; Information Technology; Creative and Media; and Society, Health and Development.) in thirty consortia across England from September 2008. Surveys were conducted of Year 10 and Year 12 learners, parents and carers of Diploma learners and Diploma teachers in all 30 consortia. Further in-depth interviews were conducted in 15 of the consortia.
Key findings of the evaluation were:
The majority of Diploma learners were satisfied with their Diploma course. Practical elements and links with the workplace were identified as the most enjoyable and valuable aspects of the course. A key finding of the research was that providing Information, Advice and Guidance to learners before as well as during the Diploma course had a significant impact on their enjoyment and satisfaction with the course. The more satisfied Diploma learners in Year 10 had received information, advice and guidance before they started their course and that these learners were also more likely to think their course will have a positive impact on their future. The research recommended that the content of the advice given needs to cover the learning and teaching styles on the Diploma courses as well as the subject content.
The role of consortia in the delivery of the Diploma programmes was reported as positive, describing collaboration between institutions as “common” and “working well”, although developing consortium-wide policies to assure quality of teaching was identified by the research as an area for improvement.
The Diploma teachers reported that teaching the Diploma courses provided opportunities for “greater use of interactive teaching techniques “ and independent learning than other qualifications. The research found there was a consistent concern amongst Diploma teachers for more guidance and support in relation to assessment of Diplomas, highlighted by a further finding that assessment across partners was not consistently standardised.
Consortia were positive about the central role of PLTS in the diplomas.
"Personal, Learning and Thinking Skills (PLTS) element was raised by some as a distinguishing feature of the Diploma. Its inclusion was viewed positively because of the development of transferable skills and confidence building, and some of those interviewed said that they were attempting to include these in the principal learning whenever possible."
The assessment of PLTS and functional skills was highlighted as requiring greater guidance and clarification to prevent it being a weakness in the delivery of the Diplomas, in particular integrating the functional skills development of learners with the principal learning.
To read the report in full click here.