CBI: 50 YEARS OF BUSINESS INNOVATION | A CHANGING SOCIETY
The CBI’s First Steps Report proposes that
schools’ levels of achievement are measured across three areas: core subjects such as mathematics and English; enabling subjects that expand and enhance core subjects, such as languages, humanities and technical subjects; and, importantly, personal qualities and characteristics. “Employers tell us that it’s these surrounding values, habits and characteristics that sometimes appear to be missing in young people,” says Bosworth. OCR’s project-based approach to learning
helps to develop each of these areas in concert with one another. For example, when students are required to develop and present a business plan in a real-life scenario, they can appreciate the importance of turning up on time and presenting themselves clearly, while also demonstrating their proficiency in the task at hand. “It’s not until you pull all of those things together that you produce competent, compelling and useful individuals,” says Bosworth.
APPRENTICESHIP STANDARDS OCR is also working with “trailblazer” employers in the key sectors of engineering, health, retail and professional services to devise new assessment standards for apprenticeships.
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“We believe that apprenticeships are critical to moving the economy forward,” says Bosworth, “and we need to ensure that they’re nationally recognised. We also need to be explicit about the difference between training for employment in a sector and training for a specific job within an organisation.” Following the 2012 Richard Review
of Apprenticeships, written by Dragons’ Den entrepreneur Doug Richards, the UK government is introducing changes to apprenticeships, based on new employer- defined standards. Importantly, the new standards are intended to develop transferable skills – including skills in English and maths – that will ensure apprentices have the ability to develop careers within a sector, rather than train for a particular role. “The old model of apprenticeships –
that an apprentice would remain employed by a particular organisation for 30 years – doesn’t reflect work patterns today,” says Bosworth. “Most people will work for 10 or 15 organisations during their lifetime and change their occupation between four and five times. We need to make sure that the skills acquired during an apprenticeship are broad enough to allow for change.”
LEARNING TO LEAD OCR has developed another new set of qualifications, entitled Being Entrepreneurial, which is aimed at developing the key skills required for successful leadership and at helping learners to identify, evaluate and pitch opportunities. “We’ve developed qualifications that ensure people develop an entrepreneurial mindset and also that they’re mentally tough – confident, controlled and able to meet challenges head-on,” says Bosworth. Designed in partnership with employers
and entrepreneurs, Being Entrepreneurial is not aimed at just the one in four young people who want to start their own business (according to research by software specialists Sage), but was also created as a life lesson for all learners. As a result of technological change and
cultural shifts towards more open and flexible employment practices, the nature of work is changing. Skills in communicating and building relationships are increasingly important, and management skills are becoming relevant at all levels. By connecting the worlds of educational and employment, OCR is playing a vital role in meeting these challenges and ensuring the security of British businesses well into the future.
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