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Alternatives to A Levels then University

longman

Getting A Levels and then going to University isn't the only way of getting qualifications. You can progress by instalments mixing in work experience. There is a new system being set up called Qualification and Credit Framework, to make this process easier and more transparent, but basically all qualifications have a credit value and can be used as a substitutes for parts of the next qualification by "accrediation for higher learning". It is a useful way of improving career prospects while getting workplace experience at a manageable pace. It might take twice as long, but getting a degree can still mean having the same problems finding work and fitting in in the workplace, so a slower progression may be beneficial.

The best way to see this is to go to the DirectGov website (www.direct.gov.uk) and select "Education and Learning" then "Qualifications Explained". This sets out the qualification levels and further down the page is a clickable list of qualifications each with an information page. It isn't perfect but the alternatives like OFQUAL are harder to follow.

In conventional terms there are 8 levels from basic to doctorate. University degrees are at levels 4, 5 and 6, 6 being an honours degree. Level 1 is GCSEs graded D to G. Level 2 is GCSEs graded A* to F. Level 3 is A Levels.

The alternative routes include 14-19 diploma, NVQs (national vocational qualifications), HNC/HND (Higher National Certificates and Diplomas) and Foundation Degrees.

I'll try to put in details of these alternatives in subsequent postings.

Parents

  • I wonder if asking them to demonstrate how their proposals are having a beneficial effect would help. Surely you can ask them specifically what observations have been made of successful implementation of each proposal.

    So for example, how often has he been allowed to use the dictaphone? How often has its use been prevented? You probably know that from what your son tells you, but put the college on the spot.

    It occurred to me also that if they put up barriers to using a dictaphone that gives you leverage to ask for a copy of the teaching notes for each class. If they argue that the teaching notes are confidential, or too hard for a lay person to follow, then you've got some leverage. Because they should be considering the option of providing class notes to disabled students. That means having class notes in a form a disabled student could use to facilitate learning. If they haven't done that they are asking for retribution.

    Getting them to demonstrate that the have been providing effective support then gives you leverage with external bodies because it is their admissions and excuses as evidence, rather than your perception or your son's perception.

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  • I wonder if asking them to demonstrate how their proposals are having a beneficial effect would help. Surely you can ask them specifically what observations have been made of successful implementation of each proposal.

    So for example, how often has he been allowed to use the dictaphone? How often has its use been prevented? You probably know that from what your son tells you, but put the college on the spot.

    It occurred to me also that if they put up barriers to using a dictaphone that gives you leverage to ask for a copy of the teaching notes for each class. If they argue that the teaching notes are confidential, or too hard for a lay person to follow, then you've got some leverage. Because they should be considering the option of providing class notes to disabled students. That means having class notes in a form a disabled student could use to facilitate learning. If they haven't done that they are asking for retribution.

    Getting them to demonstrate that the have been providing effective support then gives you leverage with external bodies because it is their admissions and excuses as evidence, rather than your perception or your son's perception.

Children
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