In some schools and colleges, COVID-19 has required pupils to self-isolate for weeks at a time. Some schools have, at times, even temporarily had to close. Other schools and colleges have been much more fortunate to date, but we cannot, I cannot, be confident as to what will happen for the rest of the school year. And it is this ongoing uncertainty and ensuring fairness, equity and well-being for learners that guide my thinking on qualifications for 2021.

My other key consideration is the need to provide time for good-quality teaching and learning experiences this year, to ensure that learners have the knowledge, the skills and the confidence to progress to their next stage. I want learners to be in school or college enjoying positive learning experiences, not just preparing for assessments. It is on this basis, and in line with the recommendation of both Qualifications Wales and the independent review, that I intend to direct Qualifications Wales that there should be no end-of-year exams for GCSE or AS-level qualifications for 2021. I can also confirm that it is my intention that there will be no final exams for A-level learners, who will follow a similar process as for GCSEs and AS qualifications. I have seen concerns that we cannot predict the status of the virus in the summer and, therefore, it could be difficult to physically hold exams, and it is true that there could be challenges. However, I must reiterate that the primary reason for my policy is down to fairness, and the time learners will spend in schools and colleges will have varied hugely. It is simply unfair to think that the exams could be conducted on a level playing field.

I have consulted with universities, who have highlighted that their priority is for students to have covered core aspects of their course. They have confirmed that they are used to accepting many different types of qualifications. They expect a transparent and robust approach that provides evidence of a learner’s knowledge and ability. And my intended approach does just that, as it is designed to maximise the time for teaching and learning. Instead of end-of-year exams, we intend to work with teachers and lecturers to take forward teacher-managed assessments. These should include assessments that will be externally set and marked, but delivered within a classroom environment under teacher supervision. Teachers will have flexibility as to when it is best to undertake them, in the context of results timetables. My expectation is that these will form the basis for centre-based outcomes, linked to an agreed national approach, providing consistency across Wales. It is my intention that this applies to GCSEs, AS-levels and A-levels approved by Qualifications Wales. The proposed approach to this will be developed by school and college leaders, and supported by Welsh Government and advised by Qualifications Wales and WJEC. In developing the centre-based outcome proposal, we intend to learn from the experiences of 2020 and be informed also by the second stage of the independent review's work. It is my policy intention that there will be a common approach across Wales through WJEC, providing transparency and rigour to assure universities and colleges of our approach.

Turing to vocational qualifications, as Members will be aware, the vocational qualification landscape is different. A significant amount of vocational learning is delivered on a roll-on, roll-off basis, with learners starting throughout the year. Most vocational qualifications taken by learners in Wales are also available in the other UK nations. To ensure consistency, I have asked Qualifications Wales to work closely with other regulators to ensure a pragmatic approach that works in learners’ interests and gives them clarity about the way forward. Guidance for vocational qualifications was published last month, which sets out the principles that awarding bodies must apply when making adaptations in response to the impact of COVID-19. This means that timetabled examinations for vocational qualifications for the summer series will continue in order to maintain a consistent approach across Wales, England and Northern Ireland. However, my officials and Qualifications Wales will keep this position under review and we will continue to work closely with other qualification regulators in light of the public health situation.

Today, I am also establishing a design and delivery advisory group of school and college leaders, the regulator and the awarding body. This group will be chaired by Geraint Rees and supported by Welsh Government officials. The group will not stray into individual organisational accountabilities, those of schools, the regulator or the awarding body, but they will develop policy proposals for our approach, including detailed proposals for the range of assessment and appeals processes. The regulator and awarding body for Wales will provide expertise to the group on assessment, and I expect to consider and confirm our policy direction by the end of December to provide time for implementation from January. The group will then, over the course of the year, advise me on the delivery of this package of work and I will expect to see our equalities priorities front and centre.

Deputy Presiding Officer, this remains a highly challenging year. I have set a course today that removes pressures from learners and provides clear time for teaching and learning. I look to our schools, colleges, qualifications bodies and the wider education sector to work co-operatively and collaboratively through the year to support our learners and enable them to progress with confidence. Diolch yn fawr.