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The document sets objectives for mitigation, outlines sector engagement, and describes an approach that seeks assessment consistency, learner fairness versus general qualifications, and safeguards to prevent further disruption from undermining reliable standards of knowledge, skills, competence, and understanding.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/position-paper-vocational-and-technical-qualifications-and-assessments-202021-factors-and-principles-shaping-their-operation-and-regulation/623843/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/position-paper-vocational-and-technical-qualifications-and-assessments-202021-factors-and-principles-shaping-their-operation-and-regulation/623843.png","ImageObject",300,407,{"name":42,"@type":43},"Alexandar","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why is clarity on VTQs for 2020/21 considered urgent?","Question",{"text":63,"@type":64},"The COVID-19 pandemic caused loss of education and training in 2019/20, and health restrictions may continue into 2020/21. Clear expectations are needed so awarding organisations, centres, and stakeholders can plan effectively.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What objectives does the paper set for dealing with COVID-19 impacts?",{"text":68,"@type":64},"It aims to identify mitigations for the 2019/20 impact and any potential effects in 2020/21 assessment of regulated qualifications, enable timely planning for teaching and assessment, and work with the sector to provide clarity and assurance.",{"name":70,"@type":61,"acceptedAnswer":71},"How should 2020/21 VTQ assessments balance consistency and learner fairness?",{"text":72,"@type":64},"Assessments should seek consistency across similar VTQs and avoid disadvantaging or advantaging VTQ learners compared with peers taking general qualifications such as A levels and GCSEs, while still protecting standards of knowledge, skills, and competence.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},623843,1792694930,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":123,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","POSITION PAPER  \nVocational and technical qualifications and assessments 2020/21  \nFactors and principles shaping their operation and regulation  \nContents  \nPurpose of this paper ......................................................................................................... 3  \nNext steps ......................................................................................................................... 3  \nShaping VTQs and their assessments in 2020/21............................................................. 4  \nWhat you have told us ....................................................................................................... 4  \nThe approach we are developing....................................................................................... 6  \nPrinciples .......................................................................................................................... 7  \nApplicable qualifications .................................................................................................... 8  \nWorking together to finalise arrangements for 2020/21 ..................................................... 9  \nPurpose of this paper  \nThe coronavirus (COVID-19) pandemic has resulted in loss of education and training during the spring and summer terms of the academic year 2019/2020, and it is possible that some public health restrictions might be in place during the next academic year. We know that clarity on the shape, operation and regulation of Vocational and Technical Qualifications (VTQs) for 2020/21 is urgently needed so that awarding organisations, schools, colleges and training providers (“centres”) and those who use and rely on qualifications such as Higher and Further Education establishments, employers and professional bodies can plan effectively.  \nIn this paper we set out the factors we are considering with the sector as we design the approach we will take, and outline our thinking to date.  \nOur objectives  \n􀁸 to identify mitigations to the impact of coronavirus (COVID-19) on teaching and learning in 2019/20, and any potential impact in 2020/21, in relation to the assessment of regulated qualifications in 2020/21  \n􀁸 to enable timely planning for teaching, learning and assessment for 2020/21  \n􀁸 to work with the sector as we develop this approach and bring them the necessary clarity and assurance  \nNext steps  \nThe views, insights and experiences of those who work to deliver, award and design VTQs are fundamental to ensuring confidence in these qualifications is maintained.  \nWe are continuing with our programme of extensive engagement with representative bodies of schools, colleges and training providers , sector representative and professional bodies, unions, awarding organisations and stakeholders, and across government. We encourage heads of centres and professionals from across the sector to share their views with their representative and member bodies, so that these feed into the next stage of the development of our approach.  \nShould implementation of this approach require revisions to our regulatory framework, including our conditions or guidance for awarding organisations, we may need to undertake a formal consultation.  \nOur aim is to provide as much clarity as we can about our expectations of awarding organisations before the summer break so that schools, colleges and training providers can plan effectively.  \nShaping VTQs and their assessments in 2020/21  \nGovernment’s expectation is that assessments take place next academic year.  \nWithin that expectation, we are considering whether the shape of regulated VTQsand their assessments in 2020/21 should , in some cases, be different to what we are used to. It might be necessary to make some changes to reflect teaching and learning that has already been lost , and we are also considering what measures may reasonably be taken to safeguard against any further disruption that may occur, during the coming academic year.","cbCaidoxE4f4RvHh","https://ap.wps.com/l/cbCaidoxE4f4RvHh","pdf",469540,"English","# Purpose of this paper\n# Next steps\n# Shaping VTQs and their assessments in 2020/21\n# What you have told us\n# The approach we are developing\n# Principles\n# Applicable qualifications\n# Working together to finalise arrangements for 2020/21","[{\"question\":\"Why is clarity on VTQs for 2020/21 considered urgent?\",\"answer\":\"The COVID-19 pandemic caused loss of education and training in 2019/20, and health restrictions may continue into 2020/21. Clear expectations are needed so awarding organisations, centres, and stakeholders can plan effectively.\"},{\"question\":\"What objectives does the paper set for dealing with COVID-19 impacts?\",\"answer\":\"It aims to identify mitigations for the 2019/20 impact and any potential effects in 2020/21 assessment of regulated qualifications, enable timely planning for teaching and assessment, and work with the sector to provide clarity and assurance.\"},{\"question\":\"How should 2020/21 VTQ assessments balance consistency and learner fairness?\",\"answer\":\"Assessments should seek consistency across similar VTQs and avoid disadvantaging or advantaging VTQ learners compared with peers taking general qualifications such as A levels and GCSEs, while still protecting standards of knowledge, skills, and competence.\"}]","POSITION PAPER - Vocational and technical qualifications and assessments 2020/21 - Factors and principles shaping their operation and regulation | PDF",1792472339,25]