| 总结: | <p>This study considers the impact upon curriculum leaders in further education colleges in Wales of the introduction of new, nationally mandated, vocational qualifications. Drawing upon the introduction of new, Wales-only, qualifications in the area of Health and Social Care and Childcare in 2019, the study sought the views of curriculum leaders about the impact that those qualifications had upon them and their work. Three key research questions are addressed:</p>
<p>A. What factors do college curriculum leaders take into account before, and
when, new qualifications are introduced in Wales?</p>
<p>B. How have curriculum leaders, in further education colleges in Wales, been
impacted in their role by the introduction of new qualifications in Health and Social Care in 2019?</p>
<p>C. How, potentially, might the qualifications regulator, awarding bodies, senior leaders and other relevant bodies in Wales improve upon past practice in relation to ensuring the manageability, for further education colleges in Wales, of the second phase of qualification reform in 2021?</p>
<p>The research to underpin the study took place in late May and June 2020 and consisted of hour-long interviews with senior curriculum leaders from eight of the twelve further education colleges in Wales.</p>
<p>The key findings of the study are that it is essential for policy makers and qualification developers to engage with, and understand the needs of, the
institutions who will be delivering the qualifications to learners, at a strategic and
operational level rather than, solely, at a subject level. Nine key factors are identified as being of importance to curriculum leaders and clarification is provided about the timescales which need to be followed in order to underpin successful implementation. Lessons learned from the implementation of the first suite of vocational qualifications to be reformed under the aegis of the qualifications’ regulator for Wales since its establishment in 2015 are identified in time for improvements in the implementation phase of the second major suite.</p>
<p>The study occurred during the height of the COVID19 pandemic of 2020 and, as such, introduces an additional dimension to the consideration of the manageability of assessment in the context of a highly unusual set of circumstances and the lessons that might be learned from these.</p>
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