INTRODUCTION

As part of the 14-19 strategy, the Department is committed to reporting a wider range of qualifications in the Achievement and Attainment Tables. We have already broadened the range of qualifications reported in the Secondary Tables, and we now intend to extend that to the Post-16 Tables as well.

This booklet contains the results of a pilot designed to test the feasibility of reporting all approved Level 3 qualifications in the Post-16 Tables. Qualifications are referred to as 'equivalences' because they are reported on the basis of their equivalence to A Levels.

A qualification's 'equivalence' is quantified by looking at its size and the level of challenge it poses compared to an A Level. The purpose of this is to report different types of qualification on an equitable basis, rather than to make judgements about the value of particular qualifications. The value of a qualification will depend entirely on the young person's needs and aspirations and the context for their learning.

The following paragraphs describe the background to the pilot, and provide information about the data published in the pilot Tables. This is followed by the exam results for pilot institutions which demonstrate the effect of introducing equivalences and of using the new point scoring system developed by QCA.

A technical annex at the back of the booklet explains the point scores and calculations in more detail.

Why the need for change?

Currently, the main performance indicators published in the Post-16 Achievement and Attainment Tables are based solely on A and AS levels and Key Skills at Level 3. Achievements in certain other qualifications are shown separately - e.g. BTECs and the International Baccalaureate, but are not included in the main performance indicators.

Counting all approved Level 3 qualifications in the Post-16 Tables will promote personalised learning, encourage schools and colleges to enter students for qualifications that are in their best interests, and offer parity of esteem to vocational qualifications. These changes should see increasing numbers of young people following high quality courses which will see them better equipped for higher education and employment. The inclusion of a wider range of qualifications will also help ensure that schools and colleges receive recognition for the full range of Level 3 qualifications their students achieve.

Qualification and Curriculum Authority (QCA) work

The Post-16 Tables currently use the UCAS tariff to calculate the average point scores; however, this does not extend to all approved qualifications at Level 3.

QCA have developed a scoring system for all qualifications approved under Section 96 of the Learning and Skills Act (2000) so they can be included in the performance indicators in the Tables. This work has been taken forward in two phases. Phase One covered all qualifications approved for use pre-16 - the scores for which have been used to report GCSE equivalences in the Secondary Tables since 2004. Phase Two covered all qualifications approved for use Post-16.

It is important to note that the point scoring system developed by QCA is designed for use as a means of institutional performance measurement. It is not intended that the figures replace national systems used for other purposes, for example the UCAS tariff.

More detailed information on the scoring system can be found in the QCA Report Including all approved qualifications in school and college performance indicators: Phase Two report. This is available on line at: www.qca.org.uk/14-19/development/index_including-all-approved.htm.

The QCA's 'openquals' website, www.openquals.org.uk, currently provides point scores for all approved qualifications at Level 2 and below and is continually updated as new qualifications are approved. Subject to successful piloting, this will be extended to all Level 3 qualifications when equivalences go live in the Post-16 Tables.

About the Pilot

We invited a sample of Post-16 institutions to take part in the Pilot, of which 176 agreed to do so. The sampling procedure ensured that this group consisted of an appropriate mixture of schools with 6th forms, Sixth Form Colleges, and General Further Education Colleges.

The Department provided the participating schools and colleges with attainment data for all approved Level 3 qualifications achieved up to the end of the 2004/05 academic year. This data was collected directly from Awarding Bodies. Pilot institutions were asked to check this data for accuracy and completeness, and to provide amendments as necessary. This amended data was used to calculate the average point scores for the Pilot Tables.

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