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When
Green paper 1997
Moser report 1999 showing poor literacy skills in a high proportion of adults
The Green Paper 2002-extending opportunities, raising standards- anticipation of new framework of qualifications, with greater emphasis on VRQ’s.
White Paper 2003- which formalized the green paper of 2002. Called Opportunity & excellence
Smith report 2004 on Mathematics counts, reported that leading Teachers, University academics and employers thought that the curriculum assessment in Math was de motivating and inadequate
Three year Nuffield review from 2003-2006
Followed by Tomlinson report 2004-Rejected with his new qualifications framework as too radical. But offered greater flexibility of choice for the learner. (Government was more focused on participation and underachievement.
White paper 2005-

Why;
Impact on Economic relevance;
Not enough trained skill force, highlighted in the white paper (DFES, Treasury and DTI, & DWP). This was aimed at increasing skills in the population leading to more skilled employees.

How
The aim
VRQ’s Vocational related qualifications
GNVQ General National Vocational Qualifications
A level to two parts
Specilaised Diplomas to include functional math & English to level 2
Modern apprenticeships

Responses from;

Nuffield; July 2007
Rathbone and Nuffield
Have concerns through the Issues paper1 the new 14-19 Diplomas regards their design and development process.

Unrealistic timetable of implementation without further professional development of those delivering them. Aspects such as level 1 & 2 meeting the needs of two differing age ranges, i.e. 14-16 and 16-19. Equally of concern is complexity of the method of internal and external assessment and its constraints. It would seem that learner will still opt for A levels rather than Diplomas as the two are separate and suggests that A level could be incorporated into them to encompass those learners who might not

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