One nation does not need two systems: beyond the academic-vocational divide in English 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 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 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 Social vision – elite or inclusive? Divided/narrow or unified/expansiv e 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 21 st 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 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?

6 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

7 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’

9 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 + 21 st 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

10 A qualifications framework

11 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 21 st 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

12 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

13 Wider reforms for an English Baccalaureate System English Bac System Levels 1, 2 & 3 1. Professional assessment and chartered examiners 2. Stronger local 14+ partnership working and new middle tier 3. Area based funding & accountability frameworks 4. Labour market regulation & regional knowledge & skills networks 5. HE as social partner to support a unified and inclusive USE 6. Slower, devolved & more deliberative policy process

14 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