No sooner has the new diploma been launched as the single qualification for the workforce than it is being called into doubt. Karen Faux hears why.
The Level 3 Diploma for the Children and Young People's Workforce (CYPWD) is currently being phased in to become the only accredited qualification that will confer occupational competence and a licence to practise in the early years sector in England.
Since its launch last year by the Children's Workforce Development Council (CWDC), the diploma has had its supporters and its detractors. Nursery World's serialised guide to the Level 3 units has highlighted case studies where nursery managers and students alike have praised its scope and content. It has particularly received praise for addressing practice in the wider context, and helping students to engage with challenges such as multi-agency and partnership working.
However, as awareness of the diploma's nitty-gritty content increases, a more urgent debate is making itself heard around what many feel are its shortcomings.
With Dame Clare Tickell's recent call for a return to a qualification that confers the equivalent status of the old, and much lauded NNEB, employers, tutors and childcare experts are now asking: is the Level 3 Diploma truly fit for purpose?
WHAT CYPWD LACKS
Chris Lawrence, principal of Chiltern College in Reading, feels it can be confusing when people call for a return to the NNEB. 'However, I think why people remember the NNEB is because it was a highly respected and recognised qualification, which was associated with good quality training,' she says. 'If employers were taking on someone with an NNEB, they knew what they were getting.
'The Diploma in Childcare and Education and other qualifications, including the BTEC National, effectively replaced the NNEB and over the years have developed into a more academic qualification. With the introduction of NVQs in the 1980s and various other early years qualifications, employers and candidates began to get confused about the whole area of early years qualifications.'
Ms Lawrence says that in many ways, what the CWDC was trying to do by introducing one award for all early years practitioners was commendable. But she adds, 'Unfortunately, while all practitioners need to develop the same range of skills and knowledge, a one-size fits all approach is not appropriate for the early years workforce.'
Her original concern about the CYPWD was that it does not equate to the previous Level 3 qualifications and, in her opinion, it is a watered-down version that does not provide a progression route. However, Ms Lawrence welcomes the move to develop a two-year course with UCAS points, by adding units to the existing diploma.
'I understand that CACHE are in the process of developing a full-time, two-year course suitable for younger or less experienced learners who wish to gain UCAS points to go on to university, and I am delighted about this, as it gives young people the choice.'
At the same time she recognises that the majority of the early years workforce, experienced or not, will not undertake the new two-year CACHE course but will be trained and assessed in the workplace with the so-far unchanged Level 3 Diploma.
'I strongly believe that we need to develop a high-quality qualification that is rigorous for all childcare professionals and not just those who will be undertaking the new two-year CACHE course,' says Ms Lawrence.
Mine Conkbayir, senior programme manager for apprentices at the London Early Years Foundation, agrees with this from a practitioner's perspective. 'Since planning around and implementing the new Qualifications and Credits Framework, it has quickly become apparent that the new Level 3 Diploma lacks breadth and depth across all areas of child development, with minimal room for the underpinning theoretical knowledge,' she says. 'While the CYPWD is now the key element of all early years apprenticeships, it allows for candidates to skim over topics that are critical to deepening their understanding - and in turn, confidence - as opposed to having the opportunity to explore and debate wider issues concerning early years care and education.'
KEY TOPICS MISSING
Childcare experts are also expressing doubts about the depth and effectiveness of the diploma's content for an early years specialism.
Author and early years consultant Penny Tassoni is very concerned about the lack of study hours on child development. She also points out that there is nothing around the importance of play and very little on the key person role.
'I believe that when people are calling for a return of the NNEB, what they are really saying is they want a high-quality initial qualification, which is rigorous and fit for purpose,' she says. 'It must give learners both the knowledge and the practical experience they need to support children effectively, and give employers and parents confidence. In order to develop and achieve this, I believe we need consultation with employers, awarding bodies and learners.'
With encouragement from early years sector employers, Ms Tassoni is currently working with Edexcel to develop a new BTEC National, provisionally entitled Play, Learning and Development, which she is determined will be fit for purpose while continuing to carry UCAS points. The CWDC says it is supporting the development of this qualification, which will complement the CYPWD. It is likely to be offered alongside the Level 3 Diploma from September 2012, providing extended learning for younger learners.
Ms Tassoni says, 'In previous early years qualifications there were 300 or so hours devoted to child development, but in the CYPWD the relevant unit that includes observation is 40 hours and spans 0-19-year-olds. This can only be considered a starting point.'
At nursery group Bright Horizons, early years director Nicola Amies emphasises the importance of early years employers being fully involved in the process of devising sector qualifications.
'At the moment we are having to devote time and energy to ensuring our practitioners have a full understanding of child development, because that is where the shortfall is at Level 3,' says Ms Amies. 'Staff are keen to learn on all levels, developing interaction, feedback and reflective practice, but they are not getting this from existing qualifications.
'I am now concerned that the new Level 3 Diploma is also lacking. Looking at the unit coverage in the award Penny is developing, this is very much what we, as an employer, would be looking for.'
RIGHT FOR THE ROLE
Chris Lawrence stresses the need for the CYPWD to stand up as a high-status qualification in its own right, just as the NNEB used to.
'It is important to remember that the majority of the early years workforce will not choose to go on to university or gain Early Years Professional Status, but will remain in the very important role of actually caring for children in our early years settings,' she says.
'I believe we need to give these people the recognition they deserve and the opportunity to achieve a highly respected qualification that prepares them well for this role. At the same time, we need to provide them the opportunity to develop professional skills with a clear progression route. We need to recognise that while the early years workforce does need a good level of numeracy and literacy, a high-quality initial qualification doesn't necessarily have to be highly academic but must be suitable for the demands of this skilled practical role.'
Clearly, employers and tutors need to be able to trust the robustness of the qualification. In establishing itself as the only Level 3 qualification, the CYPWD has to prove itself every bit as good as the NNEB, if not better.
GOVERNMENT RESPONDS TO WOLF REVIEW OF VOCATIONAL EDUCATION
Professor Alison Wolf was commissioned by the Government earlier this year to carry out an independent review of vocational education, considering how it could be improved for 14- to 19-year-olds to promote successful progression into the labour market. She was asked to provide practical recommendations to help inform policy direction, taking into account current financial restraints.
In line with this, education secretary Michael Gove has committed to:
- - Ensure all young people study maths and English to age 18 until they get a qualification in those subjects, ideally a C or better at GCSE
- - Reform league tables and funding to remove perverse incentives that have devalued vocational education. This will mean more young people taking high-quality qualifications that lead to university and good jobs
- - Consult with employers, schools, colleges, universities and Ofqual to define the criteria that the best vocational qualifications will meet
- - Introduce a new measure to assess the performance of both higher and lower attaining pupils. This will ensure schools and colleges do not focus only on students on C/D grade borderline
- - Consider paying businesses that take young people on to high quality apprenticeships. Apprenticeships will also be simplified and made easier to offer
- - Support 14- to 16-year-olds enrolling in colleges so they can benefit from the excellent vocational training available there.
The response states that Ofqual will consider the extension or reinstatement of qualifications represented for accreditation, as it has done for childcare qualifications where there was a lack of provision.
By the autumn the Government will consult on the future of National Occupational Standards, including the best way of using them to inform vocational qualifications, working with the UK Commission for Education and Skills, national employers' bodies, sector skills councils, Ofqual and other key partners.
FURTHER INFORMATION
- - The Wolf Review of Vocational Education is at http://media.education.gov.uk/assets/files/pdf/w/wolf
- - The EYFS Review is at http://www.education.gov.uk/tickellreview
- - BTEC www.btec.co.uk/ccld
