Archived decisions
1. The Department for Education and Skills has published a consultation paper which sets out to promote a wide debate about how to implement further improvements in Education for 14-19 year olds and to achieve necessary changes to long-established structures. The aim was to:
· 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.
· Achieve greater flexibility of delivery through 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. The Government wished to see the development of greater coherence for the 14-19 phase of learning, and it proposed this phase should start with Key Stage 4 and finish with the achievement of a matriculation diploma at the age of 19. Reform of the curriculum was also envisaged with the aim of introducing greater flexibility, whilst maintaining a strong focus on mathematics, English, science and information/communications technology. The introduction of GCSEs in vocational subjects was proposed as a means of providing students with clear vocational pathways into higher education and building upon the modern apprenticeship programme. As a response to the issues raised in the paper was required by 31 May 2002, the Executive Member for Education has responded to the Department for Education and Skills on behalf of the County Council.
2. In the response the Executive Member indicated that Hampshire County Council welcomes and agrees with the vision and aims set out in the 14-19 Green Paper.
Having consulted with secondary headteachers and others involved in delivering 14-19 education, the County Council supports many of the proposals which relate to:
· the need to develop 14-19 education as a coherent phase through co-operative work amongst providers of education, training, guidance and support
· the achievement of higher levels of inclusion and the raising of staying-on rates at 16-plus
· reform of the 14-19 curriculum and of Key Stage 4 so that greater flexibility may be provided in order for courses to be better designed for individual students
· approaches designed to erode the negative attitudes towards vocational and technical education which persist in the English system.
The County Council believes that a number of key issues need to be addressed so that a holistic approach to 14-19 can, in practice, be successfully implemented. These are set out below:
3. There would be a hugely disruptive impact on school-based education were the Government ever to consider funding 14-16 education through the Learning and Skills Council or another agency and not via local education authorities. The assurance given in the Green Paper is, therefore, welcomed. Funding methods and amounts will need to be improved in order to make all forms of provision effective.
4. In order for greater coherence to be implemented, providers of education, training and guidance will be faced with meeting higher costs. For there to be success in achieving the many desirable outcomes rehearsed in the Green Paper, there will be a need for additional funding. The commitment to this in the Green Paper is welcomed.
5. If a matriculation award would establish equal merit for both academic and vocational achievements this would be useful. However, an inclusive approach to education which leads to a selective matriculation award would be contradictory. If the matriculation or certificate award is itself dependent upon the recognition of a student's abilities through examination and certificate award processes, the value of `over-laying' this with a selective matriculation process is questionable. It is, therefore, suggested that the matriculation concept is not pursued at present. The currency value of vocational qualifications must be supported by employers and especially universities, so that young people and their parents do not see vocational education as a second-rate route compared with traditional academic courses. The alternative to the matriculation diploma, a certificate of achievement, may well merit further investigation; the principle of awarding it to all young people to reflect and consolidate their achievement would benefit the drive for a more inclusive approach to 14-19 education.
6. Removing the distinction between vocational and academic subjects is essential and is something which has eluded the education service throughout the twentieth century. This is the most important part of the Green Paper. The labels `academic' and `vocational' are artificial and are related to nineteenth century concepts of intellectual respectability. Nothing short of a revolution in attitudes towards bodies of knowledge and skill from early years to degree level will suffice. It is, therefore, suggested that support is given to curriculum development and the establishment of a coherent system of qualifications throughout the education system.
7. Greater flexibility to match the curriculum more effectively to student needs is welcomed. The entitlement which students would have to study a subject within modern foreign languages, design and technology, and the arts and humanities, without students being obliged to study one of these areas, may present difficulties. It is not inconceivable that some schools may face the prospect of having to timetable non-viable teaching groups. If only a few students want to study a subject, special provision may be needed, and additional costs would have to be taken into account.
8. The proposals for young people to progress at a pace consistent with their potential and abilities are welcome. This would impact on school performance tables and would make crude measures such as the percentage of students achieving five A*-C grades at a particular age irrelevant. Advice to schools about their attainments would need to be based on progress of all the pupils, and the sensitivity of programmes to individual needs: this would be welcomed. So too, is the concession that over time GCSEs may simply be viewed as a progress check; perhaps KS4 SATs would suffice? Having said this, the County Council would be worried to see the value of GCSEs undermined in any way. Before any moves to replace them were made, it would be important to secure an understanding by students, parents, other educational institutions and employers of the `currency value' of any alternative.
9. If it is the intention to provide primary-aged children with greater opportunities to study modern foreign languages, how will this be achieved when a shortage of teachers for foreign languages already exists in our secondary schools?
10. In a rural county such as Hampshire, transporting pupils between 11-16 institutions and 16-19 institutions for vocational studies may be a particular challenge. Although greater flexibility is highly desirable, there will be a very clear cost in terms of:
· paying for transport
· the efficient management of student time.
11. In conclusion the Executive Member for Education confirmed that Hampshire would do all it could to support 14-19 developments which would lead to greater learning opportunities and greater success for our young people. To that end he notified DfES that Hampshire would welcome the opportunity to host a Pathfinder project, particularly if that could be focused on the challenge of providing greater coherence for 14-19 education in rural areas.
D.G. Allen
Executive Member for Education
8FR31702