In October 2004 a Department for Education and Skills working group issued its final report on a proposed radical reform of education for 14-19-year-olds in England. Known as the Tomlinson Report, it suggested replacing the current GCSE (General Certificate of Secondary Education) and A-level examinations with four levels of diplomas designed to stretch the most gifted and reward lower ability students. English and math would remain mandatory core subjects with students specializing in chosen subjects, and an emphasis would be placed on "life skills" such as communication, working in a team or working independently. Academic and vocational qualifications would be on a par.

In February 2005 the government responded to the report with a ‘white paper’ (statement of policy). Although many of the suggested reforms have been accepted, the plan to replace GCSE and A-level examinations has been rejected. In brief:

• GCSE and A-level examinations will remain, with optional questions within the A-level designed to stretch higher ability students
• new vocational diplomas will be introduced, covering subjects such as healthcare, engineering and hairdressing, which can be taken from age 14
• a new diploma for those who achieve five GCSEs, grades A* to C or equivalent, including math and English
• an emphasis on ‘functional’ skills in English and math
• plans for 200 vocationally-led schools by 2008 and12 skills academies.

The white paper has been greeted with mixed reaction. The former chief inspector of schools who led the original working party, Sir Mike Tomlinson, expressed disappointment that the idea of an overarching diploma to replace GCSE and A-levels had been rejected. He felt that this would widen the traditional division between academic and vocational qualifications. His views were backed by teachers’ leaders, senior educators and student leaders. University leaders welcomed the measures related to stretching the most able students as an aid to their selection process.

The proposal to introduce new vocationally-led schools and skills academies signals the continued expansion of specialist schools in England, as well as more parental choice. In so doing, the government is moving away from the comprehensive school model, established in the 1970s, which educated students of all abilities together.

Download and read 14-19 Curriculum and Qualifications Reform Final Report of the Working Group on 14-19 Reform (Tomlinson Report).

Download and read the government’s white paper: 14-19 Education and Skills.

Visit the 14-19 Gateway, the one-stop shop for information and guidance on 14-19 education from the Department for Education and Skills.

(Source: EducationGuardian.co.uk, Feb. 23 and 24, 2005)

The Department for Education and Skills (DfES) has published an evaluation of the second year of its Increased Flexibilities Programme which aims to create enhanced vocational and work-related training opportunities for teenagers by such means as school/college partnerships.

The study concluded that student participants improved their social, communication and problem-solving skills and enhanced their employability. Half of those surveyed said the program had helped to clarify their future plans, while 82 percent  planned to stay in education or training (exceeding the government’s target of 75 percent).

Download a summary version of Evaluation of the Increased Flexibility for 14-16 Year Olds Programme: the Second Year , National Foundation for Educational Research.

The promising results outlined above are especially welcome as recent data shows a decrease in the number of 16-year-olds staying on in education compared to 10 years ago. According to Participation in Education, Training and Employment by 16-18 Year Olds in England: 1985 to 2003 (Revised) 86.5 percent of 16-year-olds continued their education in some form in 2003 compared to 90.6 percent in 1994. As a whole, 75.1 percent of 16-18-year-olds were still studying in 2003, up slightly from 2002 but less than the 77.7 percent in 1994.

The data collected precede the Increased Flexibilities Programme and the Education Maintenance Allowances program, designed to keep young people in school by helping out financially.

(Sources: NGfL Scotland e-mail bulletin Feb. 7, 2005; BBC News Jan. 31, 2005)

A report, Teaching Children to Read, by the House of Commons Education and Skills Committee states reading skills are improving but almost one fifth of 11-year-olds in England are not meeting literacy targets. In the face of criticism, the government pointed out that since 1997 the numbers of 11-year-olds reaching the required levels in reading had risen from 67 percent to 83 percent and that before 1997 there was no benchmark for how many children should be reading at a certain level.

In England, there is a mandatory one hour devoted to literacy daily in elementary schools as part of the national literacy strategy. The above news has set off an ongoing debate on the methods of teaching reading and the importance of parental involvement in encouraging literacy.

A school district in Scotland has been using “synthetic phonics” to teach its students how to read. A seven-year study of 19 elementary schools in Clackmannanshire, carried out by the universities of St Andrews and Hull, reports that students are far ahead of their peers in reading and spelling.

Read The Effects Of Synthetic Phonics Teaching On Reading And Spelling Attainment.

(Source: BBC News Feb. 11, 2005; April 7 and 9, 2005)

The government in Northern Ireland is implementing a program of reforms called ‘Entitled to Succeed’. The objective is to develop an education system that puts the child at the center and provides equality of access and opportunities for all young people, preparing them for life and work in the 21st century. These reforms cover many aspects of the education system in Northern Ireland, including Information and Communications Technology (ICT) in education, post-primary reform and links into further education and a new school curriculum.

Find out more at the Department of Education Northern Ireland (DENI).

A research paper from the University of London’s Institute of Education considers whether increasing overall funding in schools leads to improved standards. In particular, the study looks at students’ attainment in English in the early high school years.

The research concludes that very small gains were made in math and science but there was little impact on achievement in English. Students from low-income backgrounds benefited most from additional resources.

At a time when campaigners across the political spectrum, prior to the General Election, have been calling for increased funding per student to improve standards, this research paper is suggesting a more targeted use of resources.

Read Estimating the Relationship Between School Resources and Student Attainment at Key Stage 3 (funded by the Department for Education and Skills).

(Source: BBC News, March 1, 2005)

The Scottish Parliament has launched a project aimed at building better links between Parliament, schools and young people. Members of the Scottish Parliament will visit schools to discuss themes such as motivation, values and participation, as well as give students the opportunity to work with them on an issue or topic.

Read more in the press release MSPs in Schools Pilot Scheme.

(Source: NGfL Scotland e-mail bulletin, Jan. 31, 2005)

With a General Election taking place early this month, education has been a key domestic policy topic for all the main parties (Labour, Conservative and Liberal Democrats). Labour hopes to consolidate its ongoing reforms, with additional proposals such as empowering Ofsted (the Office for Standards in Education) to close failing schools and establishing state boarding schools for disadvantaged students. It would continue with its reform of higher education with the introduction of tuition fees at English and Northern Irish universities.

The Conservatives have campaigned on a “back to basics” approach to education, proposing a reversal of many of Labour’s reforms, and have suggested the establishment of more faith schools. They would get rid of all university tuition fees but would charge commercial rates of interest on student loans and create endowments for universities.

The Liberal Democrats have campaigned on improving the existing comprehensive school system with a reduction in class size and higher teacher quality. They also propose abolishing Ofsted and reforming the exam system. The Liberal Democrats would also abolish the proposed tuition fees.

The education issues differ throughout the UK, most notably in Scotland where the education system differs most. Scottish universities do not charge tuition fees. In Scotland, Wales and Northern Ireland there are no specialist schools or city academies.

BBC news provides a useful analysis of the education issues that have been debated in this election campaign.

The UK is experiencing skill shortages similar to the workforce challenges in the USA. It is a challenge to keep adult workers involved in life-long learning, and competitiveness is hurt by too many low-skilled people entering the workforce from school.

A new network of UK wide Sector Skills Councils (SSCs) has been charged to lead the skills and productivity drive in industry or business sectors recognized by employers. They bring together employers, trade unions and professional bodies working with government to develop the skills that UK business needs.

The Sector Skills Development Agency (SSDA) has been established to underpin the SSC network and promote effective working between sectors.

The “nuts and bolts” of the SSDA approach are very similar to best practices in the USA:

• Begin with gaps analysis of skill needs in the workforce and workplace
• Customer driven approach
• Government serving as catalyst to business and industry partnerships
• Emphasis on higher skilled, better paying jobs and occupations
• Coordinated strategy based on successful partnership clustered by industry.

As in the USA, SSDA represents the culmination of a proactive policy to make identifying and aligning essential skills with sector needs a means to economic development. Also similar to the trend in the USA, the SSDA is charged with pursuing a customer driven approach to its mission. It focuses on the needs of the workplace in addressing the services useful to students and adult workers.

Where some parts of the USA may have more experience and advanced practices in workforce skill development, the UK has a unique opportunity with the SSDA to coordinate rapid responses to industry needs nationally and regionally.

For more information, contact David Condon.

One month after the government issued its proposals for 14-19 education it has issued a ‘white paper’ (statement of policy) launching the next phase of its skills agenda. Focusing on adult skills, the proposals address the continuing gap between employees’ abilities and employers’ needs. The proposals include:

• a National Employer Training Programme offering free basic skills training
• specialized skills academies in different sectors in partnership with employers
• Sector Skills Agreements which bring employers and trainers together to tackle skills needs.

This strategy is primarily for England. However, some elements have implications for the devolved administrations, notably the work of the Sector Skills Councils (which have a UK-wide remit) and the Sector Skills Agreements.

Read a summary of the skills strategy and download Skills: Getting on in business, getting on at work White Paper (in three parts).

(Source: BBC News March 22, 2005)

As higher education in England moves into a new phase of charging top-up fees from 2006, the Office for Fair Access (OFFA) has published the first access agreements which set out universities’ plans to help students overcome financial obstacles to pursue their studies. (This policy does not affect overseas students at English universities who continue to pay a higher rate of tuition than domestic students.)

With most universities charging the full £3,000 ($5,700*) in top-up fees, a competitive market for bursaries has been launched. Institutions, keen to attract eligible low-income students and meet the requirements of OFFA, are advertising their bursary, scholarship and give-away plans.

The elite universities are making the headlines with Oxford and Cambridge offering £10,000 ($19,000*) and £9,000 ($17,100*) respectively over three years to meet basic living costs. The University of Manchester is offering a handful of high flyers £10,000. The University of Oxford expects one in five students to receive some aid, while one in 10 will get enough to cover living costs.

The marketing campaign launched by the above institutions has irked officials at other English universities who complain that they have been working hard at widening access for some time and cannot compete fairly in the bursary market. A typical bursary on offer is £1,000 ($1,900*). The majority of institutions plan to set aside between 20 and 30 percent of their additional fee income into bursaries and other forms of financial support.

Visit the Office for Fair Access for more information.

* rate of exchange for May 2005: US$1.90 = 1GBP

(Source: EducationGuardian.co.uk, March 8 and 17, 2005)

This summer Scotland will launch Fresh Talent, a project designed to enable overseas students to stay and work in Scotland for two years without the need for a work permit. Students must have lived in Scotland and graduated from a Scottish university or college with a first degree, Masters, PhD or HND (Higher National Diploma).

Find out more about eligibility and the application process at Fresh Talent Scotland.