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One nation does not need two systems: beyond the academic-vocational divide in English 14-19 education
Professor Ken Spours
Institute of Education
2
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’
3
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?
4
‘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
5
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
8
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