Frequently Asked Questions
General Diploma FAQ’s
Q. What is the Diploma?
A. The Diploma is a new qualification for 14 to 19-year-olds that combines theoretical study with practical activities and develops skills that are highly valued by employers and universities. The Diploma gives students an insight into work and will help them make decisions about their future direction without closing down options. The Diploma will provide the skills and knowledge needed for progression into employment and into further and higher education.
Q. Why is the Diploma being introduced?
A. The Diploma is part of a bigger set of changes to education between the ages of 14 and 19 that will ensure that all young people can choose a qualification that suits their interests and learning style. GCSEs and A levels are also being updated, the number of Apprenticeships is being increased to 500,000 and (subject to parliamentary approval) the age at which young people will continue in education or training will be increased to 18.
Q. When and where will the Diploma be introduced?
A. Schools and colleges in 146 areas across England will offer the Diploma from September 2008. More will begin teaching it as it is phased in during 2009 to 2011. By 2011 there will be 17 Diploma subjects. Schools and colleges are forming partnerships in their local area so that if a young person wants to take a Diploma that is not offered at his or her school, there are arrangements in place to ensure that a nearby school or college will be able to do so. In some cases, Diploma students may spend some of their time at school and some at college and in the workplace.
Q. Who will do a Diploma?
A. The Diploma will appeal to students of all abilities and aspirations who like to learn about subjects in practical ways that they can relate to real life. The courses will give a strong grounding in specific subject areas, but will also ensure students have wider skills and personal attributes to prepare them for work in any field and for further and higher education.
Q. Who has designed the Diploma?
A. Employers and universities have been integral to the creation of the Diploma. They have worked with representatives from schools, colleges and awarding organisations to set out what students with a Diploma need to have learnt. The Diploma will be offered by all the main awarding organisations.
Q. Does doing a Diploma mean choosing a career too early?
A. Students will learn about a broad range of careers in their chosen subject, but many of the skills and qualities they will develop by doing the Diploma are general and valued by all employers and universities, so they are not restricting their options. Also students will be able to switch between the different types of qualification: some may choose to take a Higher Diploma from 14-16, then do A levels or an Apprenticeship; or they might do GCSEs, then start an Advanced Diploma at 16.
Q. What about other qualifications?
A. Other qualifications such as GCSEs, A levels and BTECs can be taken as part of a Diploma or as separate subjects alongside it. A levels and GCSEs will continue to be offered until at least the next major review in 2013. Other established qualifications such as BTECs and NVQs will continue to be available in their own right but will also be components of the Diploma. As take up of the Diploma grows and the national entitlement is introduced in 2013, we do not expect other qualifications to be available to young people unless they feature in the three main learning pathways: the Diploma, Apprenticeships and general qualifications.
Q. What are Functional skills, and how do they fit with Diplomas?
A. Functional skills are the practical English, maths and IT skills that everybody needs to deal with everyday life, for example, writing a letter of application, or working out the value of a car. The Diploma will contain all three functional skills qualifications. This will ensure that young people secure the right foundation of English, maths and ICT skills needed for progression into employment, college and university. Passes in functional skills will be required at level 1 for a Level 1 Diploma and at level 2 for a Level 2 or a Level 3 Diploma.
Q. Are schools and colleges going to be adequately funded to deliver the Diploma?
A. Yes. Schools and colleges will be funded through local authorities. Schools and colleges will receive around an extra £1,000 per Diploma student. This grant accounts for the different needs of areas, such as transport costs.
Q. Are universities going to accept young people with a Diploma?
A. Yes, many universities, such as Warwick, Manchester and Leeds, are backing the Diploma as having the potential to be excellent preparation for university courses. UCAS have awarded the Advanced Diploma a maximum tariff value of 420 points, equivalent to 3.5 A levels or 3 A levels and the Extended Project. The Personal Learning and Thinking Skills (PLTs) and Extended Project will give the thinking, research and independent skills that universities look for in their students. Universities may specify particular combinations of options within a Diploma which reflect their entrance requirements for particular courses.
Q. What is a Diploma worth in the School and College Achievement and Attainment Tables
A. The Diploma will be available at 3 different levels:
- Foundation - equivalent to 5 GCSEs at grades D to G
- Higher - equivalent to 7 GCSEs at grades A* to C
- Advanced - equivalent to 3.5 A levels
Q. Do secondary curriculum changes align with the approach and content of the Diploma?
A. Yes. The secondary curriculum and the Diploma share the same aims and the approaches are aligned. In both cases, there is an emphasis on learner choice and the development of practical skills for life and work. Both emphasise the importance of developing cross-curricular links and both emphasise mastery of the basics so that every young person has a secure grounding in functional English, mathematics and ICT. An outward-looking approach is common to the secondary curriculum and the Diploma, with teaching and learning being grounded in a real-world context and engaging with the big issues of the day.
Q. Is the Diploma here to stay?
A. Yes, the Government has stated its intention for all young people to have a national entitlement to a Diploma by 2013. Diplomas have been designed by employers in collaboration with representatives from universities, schools and colleges to be attractive and engaging for learners. As with all major reforms, we recognise it will take time to become familiar with the new Diploma and that is why we are introducing them in a phased and planned build up. We are working closely with local 14-19 consortia to ensure that schools, colleges and local employers are well prepared to teach the first five diplomas from September 2008. From 2009, over 72% of secondary schools and 88% of colleges will be involved in teaching the Diploma. We remain on track to develop all 17 Diplomas and make them all widely available for teaching across the country by 2011.
Q. How have universities reacted to the Diploma?
A. Higher education has welcomed the Diploma - 79 universities will be involved in local Diploma partnerships from 2009. The full specifications for the first Diplomas were only available in September 2007 and since then universities have gone through a process of detailed scrutiny of the new qualifications. Many were waiting for the decision of the universities admissions service, UCAS, in December 2007 on how the Advanced Diploma compared to A levels. UCAS ruled that it was equivalent to three and a half A levels. This decision means that the Advanced Diploma will be a recognised route into higher education. The Chair of the 1994 Group of universities stated that all eighteen of his English members would welcome applications from Diploma students and many other leading universities have already signalled their support: these include Leeds, Newcastle, Southampton, Warwick, Nottingham and Liverpool. By July 2008, all universities will have included formal statements about the acceptability of Diplomas on the UCAS website.
Q. How does the Diploma fit in with the current qualifications framework?
A. In the 2005 14-19 White Paper we committed to work towards a more transparent and rationalised range of qualifications for young people, with a clear set of qualification choices for young people, each of which is widely understood by learners, parents, teachers, employers and higher education. The White Paper set out three main options for learning style, for young people to make at different times: GCSEs and A levels, Diplomas, and Apprenticeships. Supporting this offer, the Foundation Learning Tier (FLT) would provide clear progression pathways for young people not yet working at level 2 (the equivalent of five GCSEs, grades A*-C). We said that over time we would move to a position in which only the programmes set out in the White Paper were funded. Our 14-19 Qualification Strategy includes details of how we intend to introduce the Diploma and ensure it fits with other qualifications.
Q. How will Young Apprenticeships and the Diploma fit together?
A. Work to develop the Diploma so that it fits with the Young Apprenticeship Programme is ongoing. At this stage Young Apprenticeship is being developed as a distinct programme within the Apprenticeship family, to sit alongside the Diploma.
Q. How will the introduction of the Diploma help ensure that the young people from disadvantaged backgrounds reach their potential?
A. The 14-19 reforms are about ensuring that education and training provision prepares all young people (from all backgrounds) for life and work. This provision will motivate and engage young people, preparing them for life by giving them the knowledge, skills and attitudes they need to succeed. The reforms are designed to encourage more young people to take the learning and development path that is right for them - learning for longer and gaining the qualifications they need to progress into higher education, further education or employment. By extending the range of learning opportunities available to young people, the reforms offer the opportunity to choose a mix of learning styles and content that is right for them. The new curriculum will extend traditional learning routes to be more inclusive and engaging. The involvement of employers in the Diploma is essential to help young people understand the relevancy of what they are studying for their future lives, so improving their motivation to learn. Success in education, work and life should not be based on social class and household income, but through hard work and achievement.
Q. What financial support is available to employers involved in Diploma delivery?
A. Funding for Diploma provision is allocated to LAs for 14-16 year old Diploma students and through LSC for 16-18 year olds. Pre 16 this takes the form of a Diploma grant for the additional costs of Diplomas which cannot be met from mainstream funding allocated to local authorities for their schools. For 16-18 year old Diploma students funding for the cost of their programmes is allocated to the school or college at which they are based. The involvement of employers in the direct delivery of learning activities within the Diploma learning programme would be determined by the Diploma delivery consortia and in such cases it would be appropriate for the employer concerned to be funded for any learning activities they provide.
Employer FAQ’s
Q. Have employers been involved in the Diploma?
A. Yes - employers have been integral to the creation of the Diploma. Content is being developed by Diploma Development Partnerships (DDPs) made up of stakeholders across education, government and business. Business needs in each sector are represented through the appropriate Sector Skills Council. Can my business still get involved? Absolutely. It is important that businesses remain at the heart of the Diploma programme to ensure schools and colleges stay in touch with the latest needs of industry. Employers can get involved in local 14-19 partnerships and consortia and provide training and work-experience placements.
To find out the names of some of the employers involved in Diploma design click here
Q. How does the Government plan to involve Small and Medium Sized Enterprise (SMEs) in Diploma delivery?
A. As part of the 14-19 Reforms, the Diploma qualifications, across 17 lines, are being designed by a wide spectrum of employers, from a variety of sectors and businesses of all sizes and from the public, private and third sector to ensure they meet the needs of young people and employers of all types. Many SMEs have been involved in the design of the Diploma qualification on an individual basis (working with a Diploma Development Partnership established specifically to steer Diploma development) offering expert views directly or through the Skills for Business Network. Because of this involvement, the Diploma qualification should be as relevant to SMEs as it is to large national employers.
At the local level there are 144 Diploma consortia which will launch the first Diplomas in 2008 and 317 Diploma Consortia which will offer Diplomas from September 2009. They work with employers locally to ensure that young people enjoy a learning experience that is relevant to their future working lives and SMEs have a key role to play in making that happen. We are working with the British Chamber of Commerce and the Federation of Small Businesses to make sure that their members understand the Diploma, and that schools and colleges know how to best work with SMEs.
We have set up the Diploma Employer Champions Network to promote the Diploma to business and we expect this employer network to have substantial SME representation by the end of 2008.
Q. There seems to be focus on private sector business - are you also engaging with the public and third sector employers?
A. Yes. As part of the 14 -19 Reforms, the Diploma qualifications, across 17 Lines, are being designed by a wide spectrum of employers, from a variety of sectors and businesses of all sizes and from the public, private and third sectors to ensure the Diploma qualifications fully meet the needs of young people and employers of all sizes and in all areas of employment.
Q. What is the Diploma Employer Champions Network?
A. The Diploma Employers Champions Network has been set up to encourage and support long-term employer involvement in Diplomas. The network is led by Sir Alan Jones of Toyota and consists of volunteer champions from a full range of employers across the English regions, including employers like Leeds City Council, Vodafone, BT, Nsure, Hyatt Regency, Compass Group and Rolls Royce. As well as such household names, we expect many employer champions to come from SMEs such as current members Tony Cohen, Nsure Group and Gill Morris of GMT.
The Champions help spread awareness about the Diploma, for example in the media or at national conferences, and speak to local groups of employers. They also feed back employers' views to Government. At national and regional level the network works with many partners to support high quality employers/education links. We expect there to be at least 90 employer champions by September 2008.
If you are an employer and you want to know more or find out how to support the network, we would love to hear from you. Please contact Jo Kelly: JKelly@semta.org.uk
Q. How will Diplomas help my business?
A. Because the Diploma is driven by employers' skills requirements, it will ensure students have an excellent grasp of English, maths and IT skills, while always applying these subjects to real business scenarios where possible. Students will learn a range of skills, for example from understanding the importance of applied mathematical skills in engineering to writing business letters. A minimum of 10 days' work experience will also provide students with an opportunity to apply their knowledge, while individual project work will encourage initiative. All this will enable more school leavers to make an immediate, positive contribution at work, lessen the need for basic training and induction and allow employers to focus on specialist training suited to making their business more efficient. But the Diploma will also stretch the most able students to ensure they are prepared for whatever path they choose: further or higher education or skilled employment. The focus is on transferable skills that will deliver mobility in the labour market and enhance UK competitiveness.
Work experience FAQ’s
Q. How are work experience placements structured?
A. There is no single model. Each Diploma student will undertake a minimum of ten days work experience. Work experience placements are structured around the needs of the learner together with what it is practicable for the employer to offer. In some cases there will be a single learner on block placement; others might have a series of short placements over a longer period. Some employers can offer placements to a number of learners, others will be more limited in what they can accommodate.
Q. Who will be responsible for making the necessary transport arrangements for work experience?
A. It's the responsibility of work experience organisers in schools together with Education Business Partnership Organisations to ensure that arrangements are in place for young people to get to and from their work experience placement safely using the transport available locally.
Q. How will impact of work experience be measured?
A. The impact is whether the learning aims for the learner were met. In a quality placement the learning aims are defined and understood in advance, the placement geared to meeting these aims and a post-placement review takes place to identify what has been learned. Employers might recognise this process as - 'plan, do, review'. The level and quality of this involvement has never been higher and the role of Education Business Partnership Organisations has been vital to support both employers and schools in delivering work experience and other work related learning activities to ensure young people learn about working practices, experience the work environment and develop employability skills for their future working lives.
Q. Who will act as a clearing house for work-experience placements?
A. Education Business Partnership Organisations are in operation across the country and can offer a clearing house function if that is what the employer wants. Other employers might choose to work with a single education institution. There are a range of IT systems available to support these activities with new improved systems both in development and rolling out now.
Q. Has there been clear direction to Education Business Partnership Organisations?
A. Yes. We have been working closely with the National Education Business Partnership Network and others to ensure they understand their role in making Diplomas a clear success. There will be new standards for Education Business Partnership Organisations, for work experience placements, for employer engagement and a new employer engagement support package for Diplomas. A new national service will be in place to support the development of the network of Education Business Partnership Organisations. We are also putting in place new quality standards for Education Business Partnership Organisations. The standards will be available from DCSF.
Q. If an employer felt unable to offer a work experience placement how else can they get involved?
A. Work experience is just one form of work-related learning. Other types include workplace visits, giving presentations at schools/colleges, providing project materials, offering enterprise activities, remote working opportunities, mentoring, or supplying careers materials. Click here for more details.
Q. What help is given to employers to ensure the health and safety of students while on work placements? OR How can employers ensure the health and safety of students on work experience placements and who else has health and safety responsibilities?
A. The main responsibility for controlling risks to health and safety of students rests with employers. Students on work placements are designated as employees for the purposes of health and safety and must be treated as any other member of the workforce. Therefore, to ensure the health, safety and welfare of a student the employer must comply with the Management of Health and Safety at Work Regulations 1999 and the Working Times Regulations 1998, which can significantly affect students on particular placements such as in the leisure industry.
However, health and safety responsibility does not rest solely with employers. Schools retain a duty of care at all times and in particular, have responsibility for ensuring placements are vetted and that students are prepared and briefed generally on health and safety at work and understand how to identify hazards and the sort of control measures that can be put in place to reduce the risk of injury or accident. Most schools now use Education Business Partnership Organisations (EBPOs) to arrange placements with employers and to carry out health and safety checks on the placements which the school or students find themselves. EBPO work experience organisers are obliged to follow health and safety guidance set out in a contract with the Learning and Skills Council.
The Health and Safety Executive (HSE) encourages schools to enter into formal written agreements with employers so that there is a clear understanding between the employer and the school on respective responsibilities. Detailed information can be found at www.hse.gov.uk/pubns/law.pdf. The HSE public enquiry line (0845 345 0055) also provides access to workplace health and safety information, guidance and expert advice.
Q. How is feedback from work experience going to be recorded and assessed?
A. The Qualifications and Curriculum Authority (QCA) has been monitoring work-related learning including work experience since its introduction in 2004. The QCA's most recent survey is based on interviews with 500 teachers, 2,300 pupils plus written questionnaires from 250 schools and literature review. In addition, DCSF has provided funding for a large-scale survey of over 15,000 students to evaluate work experience from their point of view: this is being organised by the national support group for work experience, led by the National Education Business Partnership Network.
However, the DCSF recognises that a more frequent flow of good management information would be valuable. We are therefore producing options for developing a more systematic approach to gathering and applying both quantitative and qualitative data to inform local delivery, longer term service improvement and assessments of the extent to which work-related learning is supporting the 14-19 reforms.
A part of that task will be to ensure that we have the necessary data to assess the impact of work-related learning on learning outcomes. Options might include thematic surveys, area focused surveys and more regular 'pulse' surveys focusing on a wider range of questions.
Q. Do students have insurance while on work experience?
A. Injuries and damage to or loss of property during a period of work-related learning including work experience and workplace visits are rare but it is important for schools to ensure appropriate insurance arrangements are in place.
Most employers carry insurance policies that cover most risks arising from work experience and other visits, provided that the work experience is in accordance with the normal business practices of the employer. Any injuries caused to employees or students provided they arise out of activities undertaken in the name of the employer, should normally be covered by the employer's public liability policy or employer's liability policy.
Damage to the employer's property may be covered by the employer's material damage policy. Damage to anyone else's property on the premises should normally be covered by the employer's public liability policy.
Schools should nevertheless satisfy themselves that work-related learning activities involving employers are checked for insurance issues.
Q. Do you want to know more about the Criminal Record Bureau checks?
A. To help give employers an understanding of the implications of the CRB on offering work experience placements and other work related learning opportunities please see separate CRB fact sheet. You can also find out more at www.crb.gov.uk