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ITEM EX9

EXECUTIVE – 28 MAY 2002

GREEN PAPER: "14-19: EXTENDING OPPORTUNITIES, RAISING STANDARDS"

Report by Acting Chief Education Officer

1. During early Spring, the DfES published its consultative Green Paper, which set out the Government’s thinking on developments in the 14-19 age range. DfES are seeking feedback, by the end of May, based on 50 prescribed questions.
2. This report, principally in its two annexes, covers the main points made in the consultation paper. Annex 1 provides a summary of each of the chapters in the Green Paper, and Annex 2 outlines a draft response to the DfES’ 50 questions, for consideration by Executive.

Aspects which are Generally Welcome

3. The paper presents a vision of opportunities which are better adapted to individual needs and aspirations. It also suggests a single-tier system of qualifications with the removal of the "vocational" label. There is a feeling that this has in the past served to set apart vocational qualifications as somehow less desirable, and the creation of what was perhaps an artificial distinction between theoretical and applied knowledge has never been helpful.
4. The Green Paper introduces a concept of "matriculation" at age 18 (not unlike an American model). The aim is that this will be a certificate widely understood, with publicly funded higher education compelled to endorse its value by making offers against advanced and higher awards. The crucial issue of costs is not really addressed. Whilst seen as positive, care must be taken to avoid placing yet further responsibilities and duties on the Heads of Sixth Forms. The end of the 14-19 phase would accordingly be marked by a new over-arching award – the Matriculation Diploma – which would recognise the achievements that had been made in all forms of study and in wider activities beyond the curriculum. GCSEs and equivalent qualifications will continue to have an important role, but should over time "evolve" to become a progress check around the midpoint of the phase.
5. The Green Paper mentions, subject to public spending reviews, the need for the level of investment to increase. What is not at all clear is the degree to which this will be argued to have been already implemented, given the generally favourable financial settlements made available for the work of the LSC. Nor is it clear whether investment in premises is anticipated (the physical condition in many secondary schools reflect a generally depressed level of investment over many, many years, and these conditions are sometimes not conducive to good learning, or attendance).
6. Overall, whilst there is much to be welcomed in the white Paper (it will be seen that the number of "yes" votes to the questions reported in Annex 2 is high), there is a feeling the Green Paper misses opportunities, and fails to provide a realistic implementation vision. Whilst individual initiatives are many, there perhaps remains a lack of coherence in the whole.

RECOMMENDATION

7. The Executive is RECOMMENDED to endorse the draft response set out in Annex 2.

May 2002

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