14-19 Diploma
Background
These are the diplomas mentioned in the Government White Paper ‘14-19 Education and Skills’ published on 23 February 2005. This announced a new system of Diplomas for 14-19 year olds.
The Diplomas cover “the main occupational areas of the economy”. There were to have been 17 lines of learning (the term used to mean subjects in the diplomas), however the last three (science, humanities and languages) have been dropped.
Lines of learning
The lines of learning will be gradually introduced as shown in the table below, with ALL children being entitled to do a diploma from 2013.
| September 2008 | September 2009 | September 2010 | September 2011 |
|---|---|---|---|
| Society, health and development | Land-based and environment | Public services | Science |
| ICT | Manufacturing | Sport and leisure | Humanities |
| Creative and media | Hair and beauty | Retail | Language |
| Construction and the built environment | Business administration and finance | Travel and tourism | |
| Engineering | Hospitality and catering |
What are they?
The Diploma is a ‘made to measure’ qualification designed by employers to educate the potential young engineers of the future so that industry has the high calibre human resources needed to meet its challenges.
The aim is that the diploma will be recognised by leading universities across England as a route of equal value to A-levels.
What do they do?
They offer industry-related content through a blend of academic and work-oriented learning encompassing:
- academic knowledge, personal and employability skills developed in the context of the engineering sector
- key engineering occupations, including the customer experience and career pathways within the sector
- functional skills in Mathematics, English and ICT
- the option to study languages.
Nomenclature
While the working title for these new qualifications was ‘Specialised Diplomas’, following market research the government asked that use of the term ‘specialised’ be avoided in relation to Diplomas, as the word implies a reduction in young peoples’ future options. Today the term ‘14 to 19 Diploma’ appears to be widely used, as does the government’s preferred ‘the Diploma’.
Structure
| Level | Guided Learning Hours (GLH) | Comparison |
|---|---|---|
| Foundation Level 1 | 600 | Comparable in terms of average length of study to 4 or 5 GCSEs, D to G |
| Higher Level 2 | 800 | Comparable in terms of average length of study to 5 or 6 GCSEs, A to C |
| Advanced Level 3 | 1,080 | Comparable in terms of average length of study to 3 GCE A-Levels |
| Progression | 720 | Made up of principal and generic learning only |
| Extended Diploma | 1620? | Equivalent to 4.5 A-levels, but watch this space! |
Structure of Diplomas in Engineering
| Level | 1 | 2 | 3 |
|---|---|---|---|
| Total (GLH) | 600 | 800 | 1080 |
| Principal learning (GLH ) | 240 | 420 | 540 |
| Generic learning (GLH) | 240 | 200 | 180 |
| Additional and specialist learning (GLH) | 120 | 180 | 360 |
Level 3: What is in the Principle Learning?
| Theme A: | The engineered world 60 GLH |
|---|---|
| Theme B: | Discovering engineering technology 270 GLH |
| Theme C: | Engineering the future 60 GLH |
| Theme D: | Analytical methods for engineering 150 GLH |
Level 3: What is in the Generic Learning?
- Extended project
- 10 days work experience
Additional and Specialist Learning
360 GLH to customise the diploma to meet local needs. This section is where diplomas can be personalised to meet the region’s and the student’s needs. A wide range of qualifications are available. It should allow students to look at some more wide ranging topics and if chemistry is needed this is where it might be found. A special unit ‘Level 3 Certificate in Mathematics for Engineering’ (needing 180 GLH) has been developed by the Maths Task Group (set up by the Engineering Subject Centre with members drawn from EDDP, EPC, ECuk, IMA, RAEng) which:
- builds on maths introduced in Analytical Methods for Engineers
- matches degree entry requirements
- has been based on Loughborough University’s successful mathematics course taught to pre-entry year students.
An explanation of the thinking behind this course can be found here.
What’s happening to the Engineering Diploma?
Following the general election, changes have occurred in the educational system and the drivers that guide education policy.
The current position regarding the diplomas appears to be that they will continue to be available but will no longer be at the forefront of the government’s thinking. Consequently the special support and effort that was put into the delivery of diplomas no longer exists. The only change in their delivery method has been that the gateway process for schools to be allowed to deliver them and the need for schools to cluster into consortia for the delivery have both been removed. It is also noticeable that the ‘English Baccalaureate’ does not allow diplomas to be used as part of the assessment.
However, it should be noted that Lord Baker is pushing very hard to establish University Technical Colleges. So far, one is up and running, four are expected to start in 2011/12 and 45 more are in the planning stages. The University Technical College or UTC is described as ‘a college for students aged 14 to 19’. Sponsored by a university, they specialise in technical studies and offer full time courses which combine practical and academic studies. The UTCs will certainly need the type of applied education that is delivered by the Diploma in Engineering and the first UTC to open, the JCB Academy, is currently using the diplomas. The Engineering Diploma is also now being championed by the Royal Academy of Engineering.
