Archived decisions

Contact: Bob Lloyd-Jones, Education Officer (Secondary/Post-16), ext 6364

1. Summary

1.1. This report sets out the arrangements to enable the County Council to respond formally, after consultations, to the Green Paper sent to LEAs during February.

1.2. The consultation period runs until 31 May 2002, by which time a response to the DfES will need to be submitted by the County Council.

1.3. Officers have been working with secondary headteachers so that the County Council's response may take full account of their views.

1.4. The main opportunity for schools to become involved in the consultation process has been through two workshops run in Hampshire by the DfES in late April and early May. These workshops were organised with the co-operation of four LEAs - Hampshire, Portsmouth, Southampton, and the Isle of Wight - and the Local Learning and Skills Council. Individual schools also have the opportunity to respond individually to the Green Paper.

2. The proposed arrangements for submitting the County Council's response

2.1. A copy of the published summary of the Green Paper is attached.

2.2. A copy of the full Green Paper is available in the Members' Room and can be accessed on the DfES website: www.dfes.gov.uk/14-19greenpaper.

2.3. Officers are currently evaluating the implications of the proposals in the Green Paper and will construct a response to the DfES which reflects the views of schools, elected members and the Executive Member for Education in the detailed format set out by DfES. This would be submitted by the County Education Officer.

2.4. For the County Council's response it is suggested that a small number of key, strategic issues is identified and comments submitted by the Executive Member, Education. A draft is attached as appendix 1.

2.5. The DfES will announce the results of the consultation and the next steps during the summer (2002).

3. Issues in the Green Paper

3.1. The government's new focus on 14-19 education was announced in the White Paper "Schools Achieving Success", which stated: "We want to promote a wide debate about how to implement further improvements in education for our 14-19 year olds and achieve necessary changes to long-established structures".

3.2. In chapter 1, the government sets out its vision for the 14-19 phase of education, with the aim that it should:

· raise the levels of achievement of all young people in both general and vocational qualifications and increase participation in post-16 education and training, including higher education;

· meet the needs and aspirations of all young people, so that they are motivated to make a commitment to lifelong learning and to become socially responsible citizens and workers;

· broaden the skills acquired by all young people to improve their employability, bridge the skills gap identified by employers, and overcome social exclusion;

· be delivered through flexible, integrated and innovative networks of collaborative providers committed to achieving ambitious new goals for all young people in the 14-19 phase of their lives and their education.

3.3. The government wishes to see the development of greater coherence for the 14-19 phase of learning. It proposes that the phase start with a review of achievement at the end of Key Stage 3 and finish with the achievement of a Matriculation Diploma at the age of 19.

3.4. Reform of the 14-19 curriculum is proposed. The aim of this is to create flexibility, whilst maintaining a strong focus on mathematics, English, science and ICT. These four core subjects would be accompanied by other "essential" subjects judged to be necessary for personal development - religious education, careers education, citizenship, physical education, together with undertaking some work-related learning. Schools would also be obliged to provide students with the opportunity to study a subject within modern foreign languages, design and technology, and the arts and humanities. For students this would be a statutory entitlement, although they themselves would not be obliged to study these subjects.

3.5. The Green Paper proposes the introduction of GCSEs in vocational subjects. This is seen as providing students with clear vocational pathways into higher education and building upon the Modern Apprenticeship programme. It is hoped that these approaches will begin to erode some of the negative attitudes towards vocational and technical education which persist in the English system. GCSEs in vocational subjects will be available in applied art and design, applied business, engineering, health and social care, applied information and communication technology, leisure and tourism, manufacturing and applied science.

3.6. It is proposed that individual students should be allowed to engage in learning programmes which facilitate accelerated or allow for slower progression. For some it would mean that examinations could be removed, whilst for others there would be the opportunity to proceed at a slower place and postpone examinations in order to achieve better grades.

3.7. There will be greater emphasis on the use of ICT and E-learning to encourage independent study and better equip young people for lifelong learning.

3.8. In order for the new, more flexible courses and pathways to be developed, the government recognises the need for increased collaboration between education providers; an individual school or college will not necessarily be expected to offer the extended range of options. The government sees employers as being important partners in contributing to 14-19 learning opportunities. It is proposed that a variety of models of collaboration be tested by setting up "pathfinders". It is intended that these should develop best practice that will be models for the full national development of the 14-19 phase of education.

Recommendation

1. That the County Education Officer makes a response to the Green Paper, in the light of Members' comments.

Section 100 D - Local Government Act 1972 - Background Documents

The following documents disclose facts or matters on which this report, or an important part of it, is based and has been relied upon to a material extent in the preparation of this report.

NB The list excludes:

1. Published works

2. Documents which disclose exempt or confidential information as defined in the Act.

TITLE FILE

14-19; Extending opportunities, raising standards

Department for Education and Skills

SC\ APR065LJgg