Launch of Annual Report 2005-6

RSA, London, 20^th October 2006

The report itself (300+ pages) and the executive summary are on file at CES and copies of the latter have been sent to all members of the 14-19 working group.

 The report is an ongoing objective study of 14-19 policy and practice. The humane and thoughtful spirit of the launch was in great contrast to the promotional tone of the specialised diploma day earlier in the month.

 Some main findings;

• An unprecedented number of policy initiatives concerning targets, new qualifications, specific funding and new regulations has not been matched by regular appraisal of the effects.
• The present phase of diplomas, 14-19 entitlement and area prospectuses focuses mainly on vocational learning and leaves the general track (AS and A levels) largely untouched.
• Some partnerships have worked, particularly for 14-16 year-olds, but competition is often stronger than collaboration and the swift pace of reform makes collaborative implementation difficult.
• Proposals for strongly collaborative learning systems have also been put forward in some areas.
• Partial reforms, together with the weaknesses of organisational arrangements, may be unable to address pressing issues of social division and inefficiencies in 14-19 provision.
• Wales has done rather better (Welsh baccalaureate etc), but its close ties to England mean that Welsh developments have to stay fairly close to those in England.
• Both Wales and England would benefit from a more unified and radical approach to 14-19 curriculum and qualification reform.

 Most encouraging for our sector, and for schools in general, is the section on “educational aims and values”, which brings a breath of fresh air to those sated with FE and LSC documents. The review calls for moral deliberation about education and training, with teachers as custodians of educational values at the heart of the debate. Respect for young people and for real learning are emphasised and the rediscovery of the findings of the Bullock report regarding key skills is recommended (read appendix V11 ‘Curriculum for the 21^st century’).

 In discussion, the review team were more explicit than in writing. In particular they and other contributors stressed the risk that specialised diplomas could become a middle-ranking qualification for middling students. This was likely as long as radical reform of A level was avoided and its existence as a free-standing qualification was allowed to continue.

 The review team noted and regretted the absence of any representation from DfES in a distinguished and widely representative company.

 Peter Irvine, Education Consultant. 31^st October 2006