The 14-19 Reforms represent one of the biggest shakeups in education of the last few decades. The interplay between schools, Further Education and Higher Education (HE) was key and the Government engaged Delyth to manage the HE stakeholders. Put simply, HE could make or break the Government’s plans - this was a pivotal role for making the reforms stick.
Delyth was involved with the 2004 Tomlinson review of secondary education and knew well how to engage her audience. The feeling amongst Universities and Colleges was largely one of scepticism and indifference to the proposed new qualifications. She changed this by involving the institutions in their design, providing early information and encouraging engagement with deliverers. This included the Exam Boards and diploma development Partnerships, as well as every University from small specialist institutions to Oxbridge.
Throughout the programme, Delyth carefully identified and managed promoters and detractors within the HE community. She understood the differing concerns of Vice Chancellors and Admissions Tutors, defining the key messages, speaking at conferences and raising awareness.
Virtually every institution came on board, even Cambridge University considered the new qualification for Engineering courses. While the 14-19 reforms will have to weather the changes of the new government, the engagement of HE in their delivery has been exemplary and a case study in best practice.



