One nation does not need two systems: beyond the academic-vocational divide in English 14-19 education

Professor Ken Spours

Institute of Education

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The argument

1. We are at a crossroads amidst a profound economic and social crisis and have

to decide what kind of education modernisation path to follow.

2. The English 14-19 system has undergone a process of ‘divisive expansion’, is an

international outlier and ‘exceptionalist’.

3. The Right now argues for a larger and better equipped elite and Labour reacts to

defend the bottom 50% - both argue for or accept division.

4. This lecture makes the case for a third model based on a comprehensive

strategy, building on the strengths of the English 14-19 system

5. There is a review of various curriculum and qualifications models that could

contribute to a unified and inclusive ‘English Baccalaureate System’

6. These are placed within a wider economic and political strategy of ‘democratic

modernisation’

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Type of economic, societal & educational modernisation

‘Hour glass’ or ‘social’ economy?

Comprehensive economic, social

& educational strategy

Comprehensive economic, social

& educational strategy

Social vision – elite or inclusive?

Divided/narrow or unified/expansive 14-19 system?

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‘English exceptionalism’ in USE

• A Levels and specialist subject knowledge for single subject honours degrees

• Strong selective universities and schools

BUT

• Divided qualifications system but mixed economy institutional system

• Dominant narrow academic tradition (A Levels and GCSEs)

• Weak vocational system, with relatively invisible college sector and poor employer engagement

• Elective approach, few programmes of study post-16 or 21st century competences

• English exceptionalism leaves all learners unprepared in some way

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Within and beyond English exceptionalism• The major political parties are competing to offer solutions to the crisis

within the bounds of English exceptionalism

– Model 1. The Conservatives ‘curriculum traditionalism’ for social mobility – the Ebacc and A Bacc

– Model 2. Labour’s ‘alternative vocationalism’ for the bottom 50% - proposed Tech Bacc

– Model 3. 30+ unified proposals and designs over past 25 years which aim to go beyond English exceptionalism

• All three models are present - the first is dominant, the second is subordinate and the third is nascent. An‘era of baccalaureates’ is opening up – but what kind of model?

• Building on all these models to produce a Model 3 that builds on the strengths of the English system?

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Model 1. Traditionalism and tracking• Academic subject knowledge – EBacc and ABacc and proposed linearity of

structure and assessment

• ‘Cultural literacy’ and ‘restrictive powerful knowledge’ – traditional subjects taught in a traditional and authoritarian way and policed by Ofsted

• Another version of tripartism – track-based academic, applied general and occupational

• Narrow narrative of social mobility (disadvantaged young people into Russell Group Universities)

BUT• Support for a ‘broad’ general education pre-16 (Gove, Truss & Wolf)• Potential focus on ‘powerful knowledge’ • Wolf Report and proposal for Maths and English until 19 • Truss support for a common core and EPQ post-16?• Support for traineeships and apprenticeships

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Model 2. A new vocationalism & early specialisation

• Focus on technical and vocational education (TVET) and seeks to create a distinct and stronger vocational track at 14+

 - Early specialisation at 14 and the creation of a new generation

of vocational schools, such as UTCs and Studio Schools

- A Tech Bacc qualification at 18 that absorbs existing vocational qualifications into one vocational framework.

- Aimed at bottom 50% – been there before and failed?

BUT- Addressing the weak vocational tradition- Young people need vocational opportunities- A curriculum with some general education (particularly maths

and English)- A decent Tech Bacc and better co-ordination at the local level

would be step forward

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Model 3. – the economic, social & educational case• Socially - inclusive

• Economically - relevant and forward looking

• Educationally

- Holistic curriculum with clear values and purposes

- More demanding in terms of breadth and depth

- Recognition of different types of learning

- Able to enrich general education and vocational education

- Focus for local collaboration

• Internationally – more aligned and less ‘exceptionalist’

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Model 3. Principles of a ‘universal and relational curriculum’

• Thinking, doing and reflection - part of the human condition

• ‘Connective’ conception of education and networked global economy

• Centrality of a broad and diverse general education

• Disciplinary subject-based knowledge + 21st century competences

• Balance between common learning and specialisation

• Relationship between general and vocational education not its separation

• Vocational education and training as an integral part of USE

• Centrality of progression over selection

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A 14-19 qualifications framework

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Model 3. Key curriculum features

• A new set of common values and purposes to unite students, teachers and other stakeholders -

• Key features of qualifications design

- Advanced Level (Core + AS/A2 or vocational equivalent or mixed + Extensions)

- Intermediate pre-16 (Core + subjects from five domains as part of ‘Best 8’ + Extensions)

- Foundation pre-16 (Core + subjects from five domains + projects + Extensions)

- Intermediate and Foundation post-16 (Core + mixed or vocational options + Extensions)

• Role of EPQ as vehicle for 21st competences + research course/critical thinking

• Development of a rich vocational dimension – this is real use of the Tech Bacc

• Development of professionalised assessment around EPQ + validation panels

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Model 3. Influences on design

•From Model 1 – the importance of key subjects + maths and English

•From Model 2 – a strong technical vocational option component

•From ‘Mod Bac’, ‘Better Bac’ & BSix – Mod Bac/BSix - honour’s programme to recognise wider activities and Better Bac design principles

•Options for titling – English Bacc + Transcript or Standard Bacc and Tech Bacc or General or specialised Baccs

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Wider reforms for an English Baccalaureate System

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Democratic modernisation and a new policy style

• ‘Eco-system reform strategy’ – linking education, the economy and democratic state

• Linking national, regional and local – principle of ‘devolved social partnership’

• New policy style – more deliberation and less politicisation to support policy learning

• England becomes part of a new dialogue with colleagues in Scotland, Wales and Northern Ireland