Question 11e Summary of (i) to (vi)
Question 11 Open Are there any specific points you would like to raise in relation to points a-e?
138. There was strong support for bringing flexibility in to the HTQ process and programme design, structure and content. For some, flexibility was thought necessary to ensure attractiveness to the sector, encourage take-up amongst target groups and to optimise the opportunities for building creativity, innovation and agility into the skills system.
Furthermore, it was argued that there was a need to ensure learners develop broad skill sets that will equip them with the appropriate knowledge for career longevity, rather than focusing only on competencies need required for a specific job.
139. Respondents felt that some of the most successful independent HTQs integrate a multi- disciplinary approach which reflects not only the main occupational route but further career opportunities for students.
140. A key argument made for supporting a flexible approach was the importance of a system that can respond to the differing needs of employer types and sizes, innovative practices and local and sectoral needs. Regional relevance was argued to be paramount to HTQs to ensure they are meeting employer requirements, filling appropriate skills gaps and adhering to regional industry and skills strategies.
141. However, there was a degree of caution concerning how flexibilities are built in and it was believed by some that caution needs to be taken to ensure that quality is not
compromised and that the kitemark, if adopted, does not lose its meaning and significance. In addition, it was queried how equivalence will be ensured and how the flexible approach
proposed will operate in relation to funding.
“If Awarding Bodies and HEIs are asked to develop qualifications to employer standards thought needs to be given as to how this might influence the size and shape of qualifications - one organisation might develop a very small qualification that focuses narrowly on the standard (possibly to the detriment of students’ personal and educational
development via the development of transferable skills routinely identified by employers as their key ask) where another may see value in developing with a range of flexibilities - how will parity be achieved and how will this relate to funding?” Awarding body
142. Although in the minority, a number raised concerns about the flexible approach and believed that courses should be well-defined and standardised with limited flexibility so as not to dilute delivery. It was argued that otherwise there was a risk of programmes being
developed that did not supply learners with the prerequisite technical/practical skills required. Furthermore, standardisation ensures that employers can feel confident in what qualifications certify, regardless of where the qualification was provided.
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143. The following comments were made about building in flexibilities in general: • Flexibility provides an opportunity to build in less traditional learning methods e.g.
blended learning and online forums.
• Where flexibility is applied, it must form part of a clear structure and branding system so that learners and employers are fully aware of why the alternative approach has been adopted.
• Qualifications should not tie graduates too closely to a specific occupation. • Linking an HTQ to an occupational cluster will ensure more varied progression
opportunities.
• Trailblazer groups need to be supported to work quickly to ensure responsiveness to rapid changes.
• A degree of sector-relevant tailoring is required with assessment approaches to ensure that it meets the needs of learners and employers.
• Proficiency in and knowledge of employability and digital skills should be required as part of HTQs.
• There is an opportunity to embed entrepreneurship in HTQs to equip those looking for self-employment and business start-ups.
• There could be minimum level / credit boundaries for qualifications to ensure parity across the sector.
• It would be useful to have clarification on how the approvals process will work if a need is identified for a qualification that applies to more than one standard.
Flexible learning and smaller modules
144. The proposals were felt to be advantageous in encouraging lifelong learning, ongoing personal and professional development, upskilling and ultimately, social mobility. There was strong advocacy for adults already in the workplace stepping back into learning and a modular approach and smaller qualifications was thought to be a way of achieving this. Module based learning or smaller qualifications would enable providers to design specialised delivery that allows experienced people in industry to update their
knowledge or move across sectors into related occupations, as well as allowing employers to fill skills gaps. In many cases, the type of learning suits being broken into bite-size units that enable learners to learn at their own pace, potentially learning smaller qualifications at different providers and claiming the overall qualification from the AB.
“Flexibility in allowing learners to access qualifications in different modes and timeframes will be very important for adult learners. We think this is an important aspect of current level 4 and 5 qualifications and we hope that this will continues to be the case.” Awarding body
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145. However, some argued that careful consideration needed to be taken as to how to ensure that complexities are not introduced to the system as a by-product of this and that learners are clear what qualifications offer and what the subsequent future opportunities are. Perceptions on work-place learning
146. Perceptions were more varied concerning workplace learning and there were several requests for clarification on how this would work in practice. Work-place learning was considered advantageous in exposing learners to hands-on, industry-based learning and to enabling them to build networks.
147. However, it was felt that a degree of caution needed to be taken and careful
consideration given to how this component would be structured and operate. Clarification was required on how placements would be facilitated. It was argued that placements can be difficult to find and require ongoing employer engagement. Concerns were raised about the degree to which this would be burdensome for providers and employers, resulting in them disengaging from HTE.
148. Some argued that placements should not be mandatory and that thought needed to be given as to how HTQ work placements would fit with other work-based technical education requirements. For example, there is already concern regarding the alignment of extended work placements within T levels against apprenticeships and the risks that T levels will undermine apprenticeships as a “free labour” offer.
“Employers are being expected to enable a raft of work engagements with learners covering work experience from school, traineeships,
apprenticeships, study programmes, internships, and local return to work initiatives etc. What we must be mindful of is that employer fatigue doesn’t appear resulting in less opportunities to engage. Other than
apprenticeships the other programmes are a cost to the employer for perhaps little if any ROI or immediate improvement in productivity.” Awarding body
149. It was also argued that many HTQ learners will already be in work and that mandated work-based learning could potentially be a barrier for part-time, employed learners and/or those with caring responsibilities, particularly where they are required to travel long distances. 150. Some argued that the need for work placements and their duration should be assessed on an individual case by case basis and not be a blanket requirement across HTE. Some industries may benefit from longer placements with one employer, others from shorter placements from a number of different employers.
151. Several clarification points were sought:
• Whether workplace learning would be embedded within HTQs or sit outside.
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• Responsibilities for facilitation and quality assurance.
• What would happen if a provider or learner is unable to access workplace learning. Alignment with professional body standards
152. Aligning qualifications with professional standards was thought to be valuable as it provides a well-recognised benchmark for industry. In addition, in some sectors it was
considered vital to ensure safe and successful working practices.
153. Nevertheless, it was believed that further thought needs to be given on how alignment between professional body standards and occupational standards will be achieved and how this affects more specialised qualifications that will not cover professional standards in their entirety.
Proficiency in other areas
154. Views varied around the need for proficiency in English, maths and digital skills and further exploration in this area is potentially required. Further clarity was needed as to whether they would be a required component within the HTQ, assessed separately, or be an
admissions requirement.
155. On the one hand, respondents argued that basic skills in these areas were essential and necessary to employers and so should be fundamental to HTQs. Indeed, some argued that a certain level of proficiency in these areas should be an entry requirement.
156. On the other hand, concerns were raised about the impact on widening access if these proficiencies took the form of compulsory entry conditions, rather than being assessed as outcomes built into qualification content.
157. A set of core transferrable skills were seen to be key to employability and to help students prepare for long-term career pathways. Business, enterprise and finance skills were thought to be highly valuable in encouraging creativity, innovation and in opening additional opportunities to graduates.