Long(ish) thread about this - *strictly* a personal view, but nevertheless informed by how these discussions have played out over the last couple of weeks 1/ https://twitter.com/k_donnellyceo/status/1248279832531697664

Firstly (at the risk of cliché) this is a truly unprecedented situation.

Providers have had to quickly rethink and reimagine their delivery models - frequently having to improvise and use approaches they wouldn’t have ever considered only a few weeks ago 2/

It has forced them to embrace technology, confront massive issues around infrastructure, digital inclusion, workforce capabilities, learner engagement..

All - with considerable uncertainty (at least for WBL) about funding. 3/

Awarding organisations, likewise, have had to think quickly and outside the box. Again, lots of things are suddenly having to be on the table that would have been unthinkable before the current crisis. 4/

Many of the assumptions about programme start/end patterns are being challenged - and a qualifications system that’s predictated so heavily around ‘summer exams’ has been put under extraordinary pressure. 5/

Where qualifications’ assessments are only available at fixed times of the year (GCSE, Technicals, etc), there’s a clear need to mitigate the loss of that one-off opportunity with alternative one-off model(s). 6/

However, not all learning programmes are structured in this way - and not all qualifications are limited to this extent in how/when they can be assessed.

Functional Skills assessments are available year-round - designed to be attempted ‘when ready’. 7/

Of course learners’ own readiness needs to be balanced against the provider’s capacity to accommodate assessments, and the broader scope of how maths/English learning has been incorporated into their programmes. 8/

In practice, many colleges tend to cluster Functional Skills exams at certain times of the year - at least for their full-time students. Most of these will have intended to complete FS over the next few weeks. 9/

And there will be other learners (eg apprentices approaching Gateway) who need an opportunity to complete FS in the near future. 10/

But the point is this is *not* an homogeneous picture - and there are lots of learners working towards FS qualifications who are not looking to access live assessments anytime soon. The driving test is a better analogy than GCSE. 11/

So any contingency arrangements need to address a multitude of demands - it’s not just a case of ‘replacing’ this summer’s exams with something else. 12/

Then there’s the added complication of FS qualifications having changed from last autumn - the previous ‘legacy’ versions are still available to learners already registered before they were withdrawn, but certification of these is due to end in August. 13/

So - lots to work through; for awarding organisations in the first instance, but also for the regulator/government.

I’ve not been directly party to these conversations, but one of the challenges seems to have been getting all to appreciate the need for a range of solutions. 14/

For City & Guilds’ part, continuing to provide FS qualifications/assessments has been our first consideration. Not withstanding the current restrictions, they do remain available - and can still be completed if the centre is in a position to facilitate (some are!). 15/

The exam components of FS have always been available on-screen, as well as on paper, so that’s nothing new! Similarly, the speaking/listening/communicating component of FS English has always (at least in theory...) been potentially possible to complete remotely. 16/

The recent work with remote invigilation involved developing a viable means by which that could happen, but *only* if/where providers/ learners were in a position to avail of it!

It was never going to be a blueprint for all, and tbf we never pretended otherwise. 17/

This was essentially about making the option available - not ‘forcing’ anyone to do anything. On-screen won’t work for all, not all will have the necessary equipment.

Likewise, conducting SLC assessments online might work for some learners, but it’s certainly not a panacea. 18/

And that’s why it’s good that other solutions, such as potentially being able to draw on tutors’ insights and other work learners might have already completed, are also now on the table.

But again, there’s a big danger in assuming these will suit all, or work in all cases. 19/

Which is why the picture is still emerging, and why there’s still plenty of detail to work through.

The challenge is to be fair to all, and ensure there’s enough flexibility to accommodate all types of provision and learners’ variety of journeys towards FS. 20/

I don’t envy the regulator or department here - both have a difficult job to do, but by the same token it’s vital they appreciate this isn’t just about replacing ‘summer exams’. 21/

Also important to bear in mind there are learners for whom it makes perfect sense to wait until the current crisis is over before contemplating FS assessments. 22/

Finally, whilst most of the discourse here has been about asssessment, the bigger challenge for most providers is successfully using tech/remote working within their teaching of maths and English.

Let’s not lose sight of that! 23/ends