In redesigning post-16 qualifications, there is a unique chance to tailor curriculum, subject design and teaching delivery methods to meet the complex needs of learners, as well as the evolving requirements of employers in a rapidly transitioning economy. It also presents a golden opportunity to think about the many ways the assessment and awarding of qualifications could be evolved to better suit learners and employer’s needs. Therefore, it is absolutely essential that the ABS is designed innovatively, harnessing the powers of technology to transform educational experiences.
The aims and objectives of the ABS are to be largely supported – addressing skills and attainment gaps and ensuring more young people progress into quality work are aimed at the right problem. There are not enough people with the skills the UK needs for the future of work. 82% of businesses identify qualifications and skills as the reason they struggle to find the talent they need, and recruiting skilled staff is the second biggest barrier to SMEs growing their businesses.
The proposed reforms do present some challenges. Currently, too much of the assessment or qualification system is focused on ‘all or nothing’ final exams that often don’t show individuals true capabilities and do not evidence the skills and learning acquired in a way that is useful to future employers. This approach requires a burdensome and intimidating commitment in time and resources that deters individuals and employers from investing in skills throughout their lives. This experience from 16 to 19 often leaves people with a lifelong distaste for learning.
Reforms to curriculum are to be welcomed as they address some of the inflexibility and irrelevance of existing qualifications. The inflexibility of the skills system results in assessment and qualifications that are too rigid in time and scope, with funding that is not financially sustainable for providers. The system has not evolved to keep in step with the wider world and this results in learners who are ill equipped for the workplace, employers who are not able to acquire the skills they need and a student body who are put off future learning.
At Ufi, we believe the solutions to both these problems – the path to creating a more flexible, relevant, and engaging assessment and qualification system – can be found in better use of technology.
Learners benefit profoundly from the incorporation of appropriate technology into education across all levels and styles of subjects, from vocational learning to traditionally academic. Digital tools can transform learning by providing immersive, engaging, and intuitive experiences. Innovations such as artificial intelligence and virtual reality offer exciting prospects for learners, but also education providers in streamlining delivery and tailoring learning. A chief benefit of embedding technology and digital tools into the ABS is its ability to create an individualised, personal learning experience to suit the needs of unique learning styles. A secondary benefit is a learning environment that meets learner expectations and equips individuals with the capacity to utilise tools and develop working styles that are in keeping with modern workplaces.
In an economy which requires modern, vocational skills, embracing technology as a core feature of the ABS’ design and delivery also serves the needs of industry. It is essential that the ABS prepares learners for not only traditional academic pathways into higher education, but also for entering the job market. Robust vocational education designed and delivered in collaboration with employers can help learners to understand the wide array of potential careers available to them and prepare them for a successful transition from post-16 education.
Important too is ensuring that the ABS meets the complex requirements of learners. Education is not a one-size-fits-all, and it is crucial that individual students’ needs and abilities are catered for. Technology provides the innovative opportunity to do so in an engaging, intuitive way. This is particularly important for those who require additional support, whereupon the power of technology can be profoundly transformative.
