Specialised Diplomas

The government’s White Paper on 14-19 education, published in response to Mike Tomlinson’s proposals for a single diploma to incorporate academic and vocational qualifications, proposed 14-19 Specialised Diplomas (SDs). There will be 14 SDs, available at Levels 1, 2 and 3. The first pathfinder SDs in Engineering, Creative & Media, Health & Social Care, and ICT are due to be piloted in September 2007, with full introduction in September 2010. The remaining SDs will be introduced gradually between 2010 and 2015.

There will be a national entitlement for any young person aged 14-19 in England to access all 14 SDs at all three levels from 2013. There will be a national entitlement for every pupil in England to study any of the five pathfinder subjects from 2010.

The diploma is designed to be an attractive alternative to general academic study – it retains the young person’s links with full-time education, without the necessity for them to “leave” school and their peer group.

It is essential that the SDs are not “in competition” with apprenticeships, particularly at Level 3, but rather offer a coherent third alternative to full-time academic study or apprenticeship.

Successful implementation of SDs in a geographical area will require co-operation between schools, colleges and employers to create both a viable cohort and system of delivery. This is not impossible, but will require extensive resources to create and sustain.

We will be working to ensure that the content of SDs reflects the needs of employers, utilising recognised subject content. In addition, we need to ensure that the voice of engineering employers is clearly heard in their development, introduction, and assessment, through EEF representation on relevant steering groups.

We feel that it is important to ensure that the SD in Engineering is rigorous and exciting, with a real progression route to the highest level skills.

EEF is also seeking assurances that the SD in Engineering fulfil the following criteria:

- Provide an attractive and well-regarded alternative to the purely academic route to an engineering career

- Encourage suitable young people to try practical experience of Engineering

- Provide a sound basis for an Apprenticeship in Engineering (either Level 2 or Level 3) or other job with training

- Provide a basis for entry into FE or HE

It is also important that funding for the programme reflects the true cost of the creation and delivery of SDs.

The SD as designed in Engineering is not suitable for low-achieving young people, and we intend to encourage rigorous entry requirements and standards. This means ensuring that the right young people are advised on the suitability of the diploma for their needs and aspirations.

EEF will also lobby so that recognised, existing qualifications are used to construct the SD in the first instance, moving to the Framework for Achievement when appropriate.

We also want to see that an SD provides relevant practical skills. While “employability” is important to industry, our employers expect the SD to focus in “employment” skills – they want a young person with an SD in Engineering to have acquired technical engineering training, especially in the SD at Level 3. General “employability” skills should be taught through specific subjects in the curriculum.

EEF wants to ensure that QCA engages with universities and higher education to ensure SDs are acceptable for entry to degree-level courses. We will also encourage employers to engage with the SDs once they are introduced, to influence and support their delivery.