Background to Access 1 and 2
By Mitch Miller, Research and Information Services, Scottish Qualifications Authority (SQA)
This article first appeared in the Scottish Education Journal vol. 88 No. 2 April 2004
Introduction
Among the most significant of SQA's and the Higher Still Development Unit's (HSDU) achievements is the development of the Access 1 and 2 qualifications within the National Qualifications Framework. Through its flexibility in credit transfer and promoting 'parity of esteem' between qualifications, National Qualifications have contributed greatly to the Scottish Executive's goal of a Scotland in which there is genuinely 'opportunity for all', but it is the emergence of Access provision which has allowed this goal to be achieved in Scottish schools.
The table below shows the significant uptake of Access 1 over the past three years, with the largest number of entries ever for this level of qualification, recorded in 2003. This is partly due to effective awareness-raising that tapped into long-existing demand and the flexibility and opportunity the framework offers. Attainment in Access clusters was also one of the most encouraging developments over 2002/2003 - the pass rate at Access 2 rose from 49.3% to 56.8%, most notably in Computing (from 59.7% to 72.5%), English and Communication (from 62.8 to 66.4%) and Mathematics (from 58.8% to 62.8%).
Number of candidates and entries in Access 1 provision
| 2000-2001 | 2001-2002 | 2002-2003 | Total | |
|---|---|---|---|---|
| Candidates | 1,648 | 3,608 | 3,609 | 8,865 |
| Entries | 502 | 307 | 2,507 | 3,316 |
Background
The steady progress made in the implementation of Access provision can be traced back to 2000, when schools first began to benefit from provision available to those for whom it previously hadn't existed – including learners with severe mental and physical impairments. Access allows those at this level not only to enjoy a learning experience, but to accumulate credit and a qualification with recognised value. The qualifications are delivered as units at Access 1, as units or clusters at Access 2, and as Skillstart or Scottish Group Awards at Access 2. The Lifestart and Workstart Group Awards will be phased out by July 2004.
Consultation and framework
Consultation on Access 1 was completed between March and October 2003 and set out to establish the needs of all learners working at Access 1 level and to use that in developing a coherent framework articulating with existing provision at this level. The framework would also bridge gaps at the lower end of Access 1, to allow lateral, as well as vertical progression.
The comprehensive consultation process identified the need for a new level within the current Access 1 framework that could address the needs of those learners with severe/complex and profound/multiple disabilities. New subject areas, including English Language and Communication, Numeracy and Life Skills, were requested as were more materials and support networks. Above all, staff at the centres wanted to be more involved in the development of units and their surrounding framework.
Access 2 has already undergone significant development carried out by HSDU, and the new Access 1 framework will interlock with it in terms of progression and articulation. For the first time, 'opportunity for all' has a strategy in which to operate, one which offers a wider scope and maximum choice for the learner in terms of progression.
Core values
The central tenets of the Access framework, many of which were taken from the consultation period and reflect the views of the centres themselves, can be summarised as:
- Meeting the needs of the learner
- Addressing the relevance of the learning experience to the learner
- Including all learners in the learning experience
- Recognising the need for practically based outcomes
- Addressing the need for lateral as well as vertical progression
- National certification for those currently excluded from the NQ system
- Clarity and ease of delivery.
Raising awareness and spreading the message
Measures taken by SQA to raise awareness in centres include:
- The Access newsletter
- Seminars for special schools and colleges
- Campaigns to highlight the importance of common standards
The campaign continues in 2004, with three events already scheduled for Support for Learning staff in secondary schools in May 2004 (SQA will be contacting schools and centres in March with full details). SQA will also seek to bring Access provision up to speed with regard to learning materials, in partnership with the Scottish Further Education Unit and Learning and Teaching Scotland. A national conference is planned for later in 2004.
The future
This is still a new area for SQA, and for centres. It is the first time they can offer learners at this level the same degree of opportunity and choice as those at other levels. SQA will build strategically upon its success through quality assurance mechanisms, and is planning to conduct a consultation on the Skillstart Group Award. Views from schools and other centres will also be closely monitored for indications as to what is working, what needs to be amended and what needs to be added – but with a framework now in place for Access, the infrastructure exists for SQA, centres and learners to continue to respond to the challenge of 'opportunity for all'.