New_14-19_Curriculum_Purposes_of_Education

Directed tasks Hodgson and Spours (2007) suggests that “fate of specialised diplomas will be more determined by their context than their content” (2007, p669). Criticism and concerns have been widely voiced in the academic sector regarding the new reforms for 14-19 education system (Lepowska 2008) As a developing professional, whilst welcoming any changes that make education more accessible, inclusive and relevant and produce students with greater literacy and numeracy skills (as these new diplomas are intended to), I still have concerns for three main areas: their content, relevance and implementation. Hodgson and Spours (2007) argue that the new reforms are unlikely to transform 14-19 education and training and is likely to result in "academic drift," lack of status and a relatively low level of uptake for these new awards, a process compounded by low employer recognition of broad vocational qualifications (2007 p669). They progress to state that by rejecting the Tomlinson Report's central proposal for a unified diploma system covering all 14-19 education and training, the government may have condemned the Specialised Diplomas to become a middle-track qualification for a minority of 14-19-years-olds, situated between the majority academic pathway and the sparsely populated apprenticeship route (2007 p670). As stated three main issues for discussion are content, relevance and implementation. Content Firstly, the content of the diplomas has been a matter for discussion, and whilst the process has been rushed (Lepkowska, 2008), I don’t feel that this will solely determine their success or failure. As a result of the Tomlinson Review, and the 2005 Education and Skills White Paper, which stressed the need for young people to be engaged with more exciting and relevant study programmes, there will be vast changes to the GCSE syllabuses in an attempt to make them more relevant. A-levels will introduce a new A* grade to distinguish the most able, and also the diploma, a brand new qualification combining the academic and vocational will be introduced. Functional skills will also become an essential element of teaching in English, mathematics and ICT (Lepkowska 2008). Whilst all of this sounds extremely promising there are questions raised as to how this is going to be achieved in practice. Will subject matter need to be altered' Will subjects become less academic or will there be polarisation between the GCSE/A level and Diploma creating divide or snobbery between the two' Relevance Relevance of the diploma was a concern voiced by Crowther (2008 cited in Lepkowska p 671). Crowther argues; "I don't see independent schools embracing diplomas, as more and more of them are turning to the International Baccalaureate (IB), perhaps in anticipation of what might happen to A-levels......If we continue down this road I can see a future where state schools will be producing the functionaries in the workplace, while the independent sector will produce the academics and leaders. These reforms will not redress the social divisions we have in our society but exacerbate them." (2008, p671). As a developing professional, I think it is a worrying concern that there will become an academic divide, and that this may be heightened by the fact that not only does the new reforms have fundamental issues but also by the fact that there are issues with their implementation. Implementation Crowther, discusses implementation, stating that (particularly in the case of the diplomas), this has been rushed and the result is that their introduction has become highly complicated and shrouded in confusion (2008 p671). There has also been a notable lack of training for teachers and lecturers implementing the changes, with many pupils and schools not really aware of what will soon to be available and on offer (2008 p671). Lepowska (2008) claims that: "I am concerned they are trying to rush through too much too quickly. We need a reasonable timescale to carry out these changes, and we're simply not being given it. For those of us who teach across Key Stages 3 to 5, it will be a huge task to get on top of everything.” I feel Lepowska is very valid in her argument and that the changes are so large, being ill prepared may result in setting up failure which would be terrible as the intent and purpose of the reform is so important. To conclude, I believe that there is a significant danger that the “fate of specialised diplomas will be more determined by their context than their content” (2007, p669). As the complex process appears to have been rushed, this may mean that certain providers will be better equipped for the changes, and some may be better suited to different aspects of the reform. This will result in diverse delivery and affect the whole response and outcome of the reforms. Hodgson, A & Spours, K (2007) Specialised Diplomas; transforming the 14- 19 landscape in England' Journal of Educational Policy Vol 22 no 6 pps 657 673 Lepkowska D fitting it all together; 14-19 ATL Diploma Report May 2008 pps 10o-12 www.atl.org.uk