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Transforming the Education System: A Vision for Comprehensive Reform

Explores the need for educational reform to bridge achievement gaps, improve qualifications, and support all young people in reaching their potential. Emphasis on enhancing curriculum choices, promoting broader participation, and aligning achievement with aspirations. Addresses the significance of new Diplomas and revised A-levels in fostering skill development and ensuring holistic education.

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Transforming the Education System: A Vision for Comprehensive Reform

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  1. Reform of the System Jon Coles HEPI Conference 7 October 2008

  2. Far from having too many young people getting qualifications, we have too few Source: Skills Audit Update, Steedman et al, DfES Research Report 548, 2004

  3. And non-educational factors continue to have a significant effect on attainment at 19 Attained Level 2 at 15 Did not Attain Level 2 at 15 Source: YCS cohort 12

  4. Rising attainment at the top end is a long term trend Source: SFR 26/205 “GCE/VCE A/AS EXAMINATION RESULTS FOR YOUNG PEOPLE IN ENGLAND, 2003/04 “

  5. But now, more are achieving L3

  6. We aim for a system where all young people can prepare to succeed in life • A world class system means: • 90% participation • Achievement levels to match • Breaking down the link between deprivation and low achievement • Implementation requires a new entitlement: • Mastery of the basics for all • Better curriculum choices, which build in progression routes and achieve recognition – all 14 Diplomas available everywhere • More stretching routes • Every young person engaged, stretched to achieve

  7. HE has asked for significant changes – and there is great commonality with the views of employers • Students with better ‘generic’ skills and no need of ‘remedial’ support • Students with more experience of in-depth, extended study • Less ‘atomised’ and more synoptic assessment • More help with differentiation • Qualifications and curriculum designed with their needs in mind • Help to widen participation

  8. New Diplomas • Are a significant part of the response to universities as well as employers • Provide a new style of learning, combining the best of theory and practice • Secure a good grounding in the fundamentals of English, maths and ICT • Will develop the personal, learning and thinking skills at all levels • Include an extended project • Provide an opportunity for greater stretch, breadth and tailoring through additional/ specialist learning • Cover the main sectors of the economy, but are not occupationally specific

  9. Reform of A levels is also significant • New A level specifications are being taught now: • They reduce the number of units in most A levels from 6 to 4 • Increase the volume of synoptic assessment • Add more stretching questions – more extended writing, greater variety of question stem etc • Introduce a new extended project as on the Diplomas route

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