Broad support for 14-19 reforms

Citation

(2005), "Broad support for 14-19 reforms", Education + Training, Vol. 47 No. 1. https://doi.org/10.1108/et.2005.00447aab.001

Broad support for 14-19 reforms

The Working Group proposals for the reform of 14-19 education have met with broad support from interested parties. The Working Group, chaired by Mike Tomlinson, has produced proposals which centre on two linked developments:

1. 1.

   a common format for all 14-19 learning programmes which combine the knowledge and skills everybody needs for participation in a full adult life with disciplines chosen by the learner to meet her/his own interests, aptitudes and ambitions; and

2. 2.

   a unified framework of diplomas which: provide a ready-made, easy to understand guarantee of the level and breadth of attainment achieved by each young person, whatever the nature of his or her programme; offer clear and transparent pathways through the 14-19 phase and progression into further and higher learning, training and employment; are valued by employers and HE; and motivate young people to stay on in learning after the age of 16.

Vocational programmes

The report argues that vocational programmes should be developed with the involvement of employers, higher education and other stakeholders to offer:

• •

  coherent delivery of the knowledge and skills needed by different employment sectors; and

• •

  relevant, structured work placements.

The report also argues that apprenticeships should be integrated with the diploma framework.

Meeting the needs of end-users

Tomlinson stresses that proposals must meet the needs of end-users, particularly employers and HE. He states that they have sought to respond to the concerns of employers through our focus on:

• •

  getting the basics right – all learners would be expected to achieve in functional mathematics, literacy and communication and ICT, progressing over time towards at least level 2;

• •

  developing employability skills – specific skills and the “right attitude” developed across the curriculum and through particular experiences, like wider activities;

• •

  strengthening vocational pathways – especially through the involvement of employers in the design and delivery of programmes and raising the currency and status of apprenticeships; and

• •

  making the system simpler and more transparent.

The report says the reforms are “about evolution, rather than revolution. They will take at least ten years to implement in full.”

The Learning and Skills Council (LSC) has welcomed the final report saying that “putting learners’ and employers’ needs at the heart of the education system, with an increased emphasis on personalised learning and a richer choice of vocational and work-related opportunities, supports its key goals to increase rates of participation and achievement and improve skills”. Caroline Neville, the LSC’s Director of Learning, welcomed the case for reform. “We will take a leading role in making the Tomlinson proposals, and the whole of 14 -19 reform, a reality and provide our young people with real and relevant learning choices that will meet their needs, employers needs, and the needs of the nation, taking forward a key element of the Skills Strategy.”

The LSC has strongly supported the vision for reform. It has already made significant advances to improve the quality and scope of the 14-19 phase of education, by developing more flexible approaches to learning and improved guidance for young people in the 14-19 age range. The Increased Flexibility Programme has diversified the curriculum and introduced vocational GCSEs and work-related learning, currently being taken by 95,000 young people aged 14-16 and involving 2,000 schools and 300 colleges. Work-related learning also benefits from the new family of Apprenticeships, which has for the first time introduced Young Apprenticeships to provide a quality vocational route for 14-16 year olds. About 1,000 pupils and over 100 schools and providers are already involved early on in this initiative.

The LSC commented: “Right across the 14-19 phase, we are seeing greatly increased and very welcome collaboration between schools, colleges and work based learning providers. There is also much more involvement by young people and, crucially, by employers, in deciding what courses are needed, and offered, to meet their needs.”

Commenting on the proposals on behalf of the TUC, Brenda Barber, General Secretary, said: “This is a milestone report and offers a real chance for us to bridge the gap between academic and vocational learning. The greater choice will engage more young people in learning and afford them the opportunity to unlock their full potential.” A slightly cautionary note is sounded by the CBI. The CBI note that the report is chiefly about qualification reform but business is primarily concerned with raising literacy and numeracy standards. John Cridland, Deputy Director, said “Tomlinson sets out a clear vision but business will be wanting to see how the government plans to get there”.