Top PDF Vocational and Other Qualifications Quarterly: January to March 2016

Vocational and Other Qualifications Quarterly: January to March 2016

Vocational and Other Qualifications Quarterly: January to March 2016

Regulated qualifications are classified into 19 qualification types with an associated ‘level’, which is indicative of the level of demand. The table below shows the current levels for each type of qualification and the relationship between them. Level 3 is at about the same level of demand, but not necessarily the same size, as an A level, and Level 2 is at about the same level of demand as a GCSE at grade C or above. On 1 October 2015, Ofqual withdrew the Qualifications and Credit Framework (QCF) requirements. This means that from that date, the QCF type has ceased to exist. However, for administrative reasons, awarding organisations can still use the QCF type on the system for new qualifications when no other type is appropriate, until our new system is introduced this summer.
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Vocational and other qualifications quarterly: January – March 2014

Vocational and other qualifications quarterly: January – March 2014

These statistics are of particular interest to recognised awarding organisations and the Department for Business, Innovation & Skills to include in their statistical first releases. Awarding organisations use these statistics for product development and business development strategies, and to gain insight into market share. Other users include the Royal Society of Public Health (which compares certifications with its qualifications), the Institute of the Motor Industry, sector skills councils, teachers, examiners, academics, researchers, members of the public, other government departments in Wales and other interested parties and individuals.
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Vocational and other qualifications quarterly: January - March 2015

Vocational and other qualifications quarterly: January - March 2015

Figure 3 presents the number of certificates issued in this quarter and during the 12 months to the end of March 2015. Table 3 of the appendix presents the number of certificates issued since 2009/10 by type of qualification. Most certificates issued this quarter were for QCF qualifications (981,200 out of 1.34 million, or 73 per cent). Since the QCF was introduced in 2010, the number of certificates meeting QCF requirements has grown rapidly. This growth followed the Skills Funding Agency’s preference to mainly fund qualifications on the QCF. Ofqual has announced its intention to withdraw the QCF rules during 2015.
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Vocational and other qualifications quarterly : July – September 2015

Vocational and other qualifications quarterly : July – September 2015

The number of certificates awarded for ESOL qualifications decreased by 40 per cent compared with the same quarter of 2014. It is the third quarter in the last 12 months where the number of certificates for ESOL qualifications has decreased. The 12- month trend shows a decrease of 24 per cent compared to the 12 months to the end of September 2014. This is due to a change in the funding arrangements for ESOL qualifications. From December 2014, the Skills Funding Agency stopped funding the existing ESOL qualifications. From January 2015, funding for ESOL qualifications is only available when a student completes a QCF ESOL Skills for Life qualification. 8 However, continuing students will be able to complete their existing qualifications. When figures for the ESOL and QCF ESOL qualifications are merged there is, in fact, a 58 per cent increase in the number of certificates awarded compared to the same quarter in 2014 (from 146,550 to 231,550).
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Higher level qualifications quarterly: January – March 2014

Higher level qualifications quarterly: January – March 2014

The business, administration, finance and law sector subject area continued to see the highest number of certificates issued this quarter. Although this area has seen growth in the number of certificates issued in higher level vocational qualifications since 2008, it has been declining since 2012. This quarter saw a decrease of 3,850 certificates compared to the same quarter in 2013, mainly in three sub sectors: accounting and finance (a decline of 1,400 certificates); business management (1,400) and law and legal services (800). This could be a result of the Retail

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Vocational and other qualifications quarterly : April – June 2013

Vocational and other qualifications quarterly : April – June 2013

comparisons showed declines of 14 per cent (comparing JanuaryMarch quarters), 12 per cent (October – December quarters) and 18 per cent (July – September quarters). The April – June quarter is the busiest for students who wish to gain their ESOL qualifications in order to apply for university. One qualification, in particular, the Cambridge ESOL Level 1 Certificate in English, has 19,200 certificates, an increase of 41 per cent (from 13,600 in the same quarter of 2012). This qualification contributes 26 per cent of all ESOL qualification awards this quarter. University of Cambridge ESOL Examinations has a large share of this market. This quarter it awarded around two-thirds (50,600 out of 74,750) of all ESOL qualifications, followed by Trinity College London (7,850) and the City and Guilds of London Institute (7,250). The number of available ESOL qualifications also increased this quarter, possibly because awarding organisations are no longer allowed to use the existing Basic Skills test bank for their assessments and may be producing new ESOL qualifications with new reading assessment materials.
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Vocational and other qualifications quarterly: England, Wales and Northern Ireland, April – June 2014

Vocational and other qualifications quarterly: England, Wales and Northern Ireland, April – June 2014

There has been a considerable change in the last year in which qualifications are taught in schools following the Wolf Report (March 2011). 6 Any qualification on the Section 96 funding list could count towards the measures included in 2013 school performance tables. For the 2014 performance tables (course taught from September 2012), whilst a large number of qualifications are still funded, only a small number of non-GCSEs or A levels can contribute to the measures within the performance tables. This would have created changes within the school system with more focus on those qualifications contributing to the performance tables.
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QUARTERLY FINANCIAL REPORT OF THE K+S GROUP JANUARY TO MARCH

QUARTERLY FINANCIAL REPORT OF THE K+S GROUP JANUARY TO MARCH

In the first quarter of 2015, K+S continued its efforts to make the cost and organisational structures of the entire Group more efficient. We are striving for total cost savings of € 500 million between 2014 and 2016 compared with previous planning for this period. In addition to actual savings, this figure also includes expenses that were originally planned, but have been avoided. The beginning of the programme was very successful. In 2013, we were able to reduce actual costs by around € 30 million. We exceeded our targets for 2014: Compared with the 2013 financial year, we achieved a further improvement in earnings of a good € 120 million. We are assuming a slightly higher con- tribution to the result for 2015.
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Vocational and Other Qualifications Quarterly:
April to June 2016

Vocational and Other Qualifications Quarterly: April to June 2016

Other general qualificationsqualifications that assess a particular subject area, such as music or art, other than GCSEs, AS and A levels. These qualifications are not directly work related but may support career development. They are often graded. The category also includes qualifications at Level 1/Level 2 certificates. Qualifications and Credit Framework (QCF) – a set of regulatory rules for vocational qualifications that Ofqual has withdrawn from October 2015 in England and Northern Ireland.

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Grading Vocational and Technical Qualifications

Grading Vocational and Technical Qualifications

Unfortunately, there is no neatly circumscribed body of work on grading, let alone grading in Technical and Vocational Education and Training (TVET) contexts. Of course, grading is prevalent in educational settings all over the world, and has remained so for well over a century. And, naturally, it has been subjected to a great deal of research and analysis over the decades too, although much of the published work focuses on grading in the context of North American schooling (eg Brookhart et al, 2016; Anderson, 2018). While textbooks on grading are not hard to find, often tailored to particular educational settings and to specific regional concerns – such as Transforming Classroom Grading (Marzano, 2000), or Grading Student Achievement in Higher Education (Yorke, 2008) – the full corpus of work on grading remains widely dispersed and unwieldy. Implications for grading in TVET contexts are far from clear. Importantly, the task of grading VTQs – especially the kind of VTQs that are common in England – raises a number of fairly unique challenges. These stem, in particular, from the idea of assessing competence. The idea of Competence-Based
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Grading Vocational and Technical Qualifications

Grading Vocational and Technical Qualifications

qualifications, although a small amount of information was unavailable for a few. Where necessary, supplementary information was kindly provided by the relevant AO. The information in Annex 5 focuses specifically on approaches to grading. Although grading is clearly linked to issues of comparability of standards, comparability was not a specific focus for the present project, and no attempt was made to identify approaches to linking standards (to achieve comparability) for any qualification. Not only was this beyond the remit of the present study, the relevant information is generally not publicly available and would therefore have required a different methodological approach. Consequently, although Annex 5 occasionally begs questions of comparability – eg when grade boundaries are established using fixed mark thresholds – it contains no information on such matters. (Comparability is considered as a technical issue arising, in the Discussion section of this report.) In addition to information concerning the 18 qualifications, the summaries in Annex 5 sometimes contain additional information arising from cross-level analyses. When one of the focal qualifications was offered at multiple levels (eg L2 Certificate, L3 Certificate, and L4 Certificate), scrutiny of corresponding specifications permitted an element of comparison between approaches across levels. Because (unsurprisingly) grading approaches tended to be structurally very similar, if not identical, across levels, the principal focus for such comparisons turned out to be the use of
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Speech: Making the case for vocational qualifications

Speech: Making the case for vocational qualifications

So I do not want to focus on the question directly, but rather give a regulator’s perspective of the sector, with an eye to the future. I should start by declaring my hand – my previous role in Ofqual was firmly in the general qualifications arena where the reform of GCSE and A levels is moving from design and development into the delivery and evaluation phase.

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Mekonomen Group. January March May 2016

Mekonomen Group. January March May 2016

 Customer service, customer orientation and price are important factors in selection of workshop. Good customer orientation and service on previous visits Price The workshop is expert i[r]

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The comparability of vocational qualifications in Europe

The comparability of vocational qualifications in Europe

6 Social Fund, states that: "The Council shall, acting on a proposal from the Commission and after consulting the Economic and Social Committee, lay down general principles for implement[r]

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Grading Vocational and Technical Qualifications

Grading Vocational and Technical Qualifications

Since the 1990s, Competence-Based Assessment has been associated with vocational and technical qualifications; and, in particular, with qualifications that have only a single measurement standard – for the passing grade – which represents the minimum level of competence that is required to practise within a domain.

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Grading Vocational and Technical Qualifications

Grading Vocational and Technical Qualifications

• As highlighted above, the command verb that is used to articulate a particular AC is also used in each of its grading descriptors, from Pass to Distinction. In other words, differentiation between grades tends not to be articulated via command verbs that are presumed to embody qualitatively different degrees of challenge.

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The economic value of intermediate vocational education and qualifications

The economic value of intermediate vocational education and qualifications

the same individuals are followed over time, would seem to be more appropriate, as some characteristics of individuals, such as motivation, are always going to be unobserved no matter what quality of data are available. Having longitudinal data therefore allows the possibility of estimating first differenced equations, whereby unobserved characteristics that remain fixed over time will be differenced out of the equation. Longitudinal data collection that was repeated frequently enough and a sufficient number of times would also have the advantage of allowing the researcher to build up life histories of the individuals. This in turn would provide the researcher with detailed knowledge of the point of acquisition of each qualification, the qualifications already held at the point of acquisition of a new qualification, the timing of job changes, etc. If wages before and after the acquisition of the qualification are observed, the change in wages for such individuals could easily be calculated. In order to attribute this change in wages to the qualification acquisition itself, it would be necessary to control for any other characteristics of the individuals that had changed. To control for external factors that may be changing over time and causing the change in wages, the change in wages of those who acquire a qualification should be compared to the change in wages of individuals who do not acquire the qualification, in a difference-in-differences framework. The two groups should of course be as similar as possible in terms of their observable characteristics, including doing the same job. Any unobservable characteristics will hopefully be fixed over time and so be differenced out. Various disaggregations could be undertaken with this methodology, for example whether the qualification acquisition was at a new highest level of attainment or whether at a level already attained, type of qualification, etc.
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Review of adult vocational qualifications in England

Review of adult vocational qualifications in England

qualifications and could transfer between awarding organisations more easily, avoiding unnecessary repetition of training. In practice, there is little evidence that the units system has resulted in individuals transferring between awarding organisations. Instead, the unit format has resulted in a databank of units not quality assured and used as building blocks for vocational qualifications. The format has also encouraged a “tick box” approach to curriculum and discouraged assessment that confirmed the overall standard had been reached. The freedom for all awarding organisations to introduce new qualifications based on QCF units has eased market entry and reduced product development costs for awarding organisations, without reference to their level of employer involvement or sector expertise. It has also contributed to a proliferation in the number of vocational qualifications, weakened the link with the occupational standard, and made the system more complicated. For example, in England, each unit can be a qualification in itself, or part of an award, certificate, diploma or extended diploma. In Scotland, where the credit system was introduced differently and there continues to be a direct relationship between NOS and Scottish Vocational Qualifications, one part of the retail sector has five vocational qualifications based on NOS. In England, the same NOS converted into QCF units generate around 140 separate vocational qualifications.
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Bibliographie methodique trimestrielle = Quarterly subject bibliography No. 1, January-March 1966

Bibliographie methodique trimestrielle = Quarterly subject bibliography No. 1, January-March 1966

8° Université Internationale de Sciences Comparées, Centre Iriternational d'Etudes et de Recherches Européennes.. EUROPEES STUDIE- EN INFORMATIECENTRUM.[r]

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Higher qualifications quarterly : October ‒ December 2012

Higher qualifications quarterly : October ‒ December 2012

In this quarter, there were 2,387 available regulated higher qualifications. This is an increase of 14 per cent on the same quarter of 2011. These comprise 1,625 QCF qualifications, 414 higher level qualifications, 239 NVQs, 72 key skills qualifications, 33 occupational qualifications and four English for speakers of other languages qualifications (see figure 1). During this quarter, 75 new QCF qualifications, six new higher level qualifications and one new vocationally related qualification were added to the list of available regulated higher qualifications. For more detailed information see table 1 in the appendix.
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