The new comprehensive ideal. How can sixth form colleges be part of it? Prof. Ken Spours Institute of Education University of London

The comprehensive ideal: an unfinished project Comprehensive education as a partially fulfilled ideal – no iconic 1948 NHS moment 1960s/70s - Focus on the ‘common school’ but –co-existed with selective education –no comprehensive curriculum or qualifications system –not extended to post-16 education or lifelong learning The comprehensive experiment faded and education system conservatively modernised in the following three decades The comprehensive ideal became practiced by particular schools and colleges.

The new context: different responses to globalisation Globalisation and ‘New Times’ – changes in economic production and work organisation; the Web, communication revolution, digitisation and social networking; climate change, new global challenges and greater sense of inter-dependency Three models of reform – (1) Anglo Saxon; (2) Pacific and (3) Nordic - the Coalition is trying to merge 1 and 2 Coalition approach – marketisation/privatisation and authoritarian approach to learning (traditional knowledge/didactic pedagogy)

Problems facing young people: education alone not the answer Young people as the ‘new poor’ – debt, unemployment and exclusion from the property ladder The social recession and mental health issues A crisis of opportunity and an uncertain future This requires a new comprehensive approach which is economic, social, educational that has at its centre the ideal of ‘inter-generational justice’

5 What type of economic, societal & educational modernisation? ‘Hour glass’ or ‘social’ economy? Comprehensive economic, social & educational strategy Social vision – elite or inclusive? Divided/narrow or unified/expansiv e system?

The new comprehensive ideal 1.The centrality of values – fairness, democracy, sustainability, wellbeing and creativity – and that everyone is ‘educable’ 2.A new curriculum – core knowledge; research skills; people skills and new challenges – a modern baccalaureate approach 3.Comprehensive area-based organisation – educating institutional togetherness and collaboration 4.An expansive professionalism – triple approach of professional knowledge; pedagogic skills and ability to work across boundaries 5.Closer integration of education, working life and communities –vocational education, linked to economic and social opportunities

What makes a comprehensive college? Commitment to inclusion, social justice and educability Distributed leadership – everyone feels ownership and exercises initiative ‘Vocational expertise’, good teaching and the organisation of effective learning Centrality of progression – do we need a ‘ramp’ rather than steps? Wider challenges to build student social capital (B7?) Commitment to continuous professional learning communities of practice Working with employers; higher education and wider social partners – increasing economic and social opportunity