Secondary Education Reform in the Uk

SECONDARY EDUCATION REFORM IN THE UK

170/98 3 April 1998

BLACKSTONE ANNOUNCES A LEVEL IMPROVEMENTS Education and Employment Minister Baroness Blackstone today announced improvements to the A level and GNVQ curriculum. These ensure that standards are raised and encourage A level students to pursue broader and more demanding studies while increasing choice and flexibility for sixth formers.

This follows Lord Dearing's 'Review of Qualifications for 16-19 Year Olds' and the Qualifications and Curriculum Authority's advice on the outcomes of the 'Qualifying for Success' consultation on post-16 qualifications. The main elements, to be implemented from September 2000, are:

 a revised three-unit Advanced Subsidiary (AS) qualification, representing the first half of the full A level. This will allow students to study five subjects to AS level as well as three full A levels. It will also aid progression from GCSE to A level, promote breadth of study post-16 and help students to make clearer choices.  A levels continuing to be available in both the traditional linear and modular form, with no change in the rigour demanded. Candidates will be examined on their understanding of the whole syllabus, whether they study modular A levels or not.  coursework amounts will continue to be tightly restricted with clear upper limits normally 25%-30% of the total marks - remaining;  Only one resit per module will be allowed. Advice that resits should be limitless has not been accepted;  revised Advanced GNVQs, including new six-unit and provisionally (from September 2001) three-unit qualifications equivalent to a single GCE A level and a single AS qualification respectively; and  a range of options for combining GNVQs with other vocational qualifications, while retaining the distinctiveness of the GNVQ.

In addition, a new Key Skills qualification is being piloted which marks ability in Communication, Application of Number and Information Technology. If successful, this will be introduced progressively from September 1999.

Baroness Blackstone said: "The current system has been criticised for many years for being over-specialised and inflexible. Compared with our international competitors, young people in England tend to follow a very narrow programme of study at advanced level. Those who want to follow broader programmes often find it hard to do so. This does not serve our young people, or the country, well.

At present, a young person in England studying for A levels typically has 15-18 hours of taught time a week, compared with up to 30 hours a week in France or Germany. Furthermore, our level of achievement on level 3 qualifications (or their equivalents) is lower: 44% of 21 year olds in England and Wales compared with 58% in France and 63% in Germany. Students should be able to combine elements of academic and vocational study. Too many have been put off by the relatively low status of vocational studies.

We are committed to tackling these problems. Reform is long overdue. I believe that there is scope for many 16 and 17 year olds to follow a broader and more demanding curriculum, with no loss of A level rigour. A level standards must be protected. We have made absolutely clear that there will be no compromise on this.

Students should be able to undertake more than three subjects in the first year of the sixth form and still complete three A levels. Key skills should be more widely taught - industry increasingly requires students with better understanding of communication, Maths and IT, whatever subjects they are studying.

The consultation looked at how we could build on Lord Dearing's 16-19 report to achieve these aims. Many took the opportunity to respond. The Government has taken full account of the views expressed, and of QCA's advice, in reaching decisions. There is a clear consensus for improving post-16 qualifications broadly along the lines proposed by Lord Dearing in his report on the 16-19 qualifications framework.

The reforms need to be set in the context of the wider qualifications framework and our commitment to lifelong learning. That is why we agree that QCA should undertake further work on the implications of a unit-based credit framework. We are also inviting QCA to examine further the possible development of an overarching certificate at advanced level, which would reflect A level and vocational results.

The changes we are announcing today will play an important part in improving choice and raising standards for sixth formers, while helping achieve our goals of a well- educated, well-equipped workforce, with a strong commitment to lifelong learning, which is so essential to our future growth and prosperity."

NOTE TO EDITORS 1. "Qualifying for Success: A Consultation Paper on the Future of Post-16 Qualifications" was published on 9 October 1997. Some 2,500 questionnaires were returned, many supported by additional written comments; 7 regional conferences were held, as were focus groups with, separately, young people and employers. 2. The Qualifications and Curriculum Authority analysed the outcomes of the consultation, and advised Ministers on 17 February on the next steps. The regulatory authorities in Northern Ireland and Wales have advised Ministers there in similar terms. The regulatory authorities will be responsible for taking forward the reforms. 3. Modular A levels were first introduced for teaching from September 1994. 27% of A levels taken in 1997 were modular. 4. The Department is writing to all schools and further education colleges in England to inform them of these changes. Copies of the letter are available from the DfEE Press Office. Copies of Sir William Stubbs' letter and the Government's response are also available from the DfEE' Press Office and will be published on the Department's website. A) SKIM - Skim quickly over the text and think of one or two sentences that you believe summarise this text. 8) SCAN - Read back through the text and answer the following questions (you may need to consult the vocabulary list):

1. What and when was "Qualifying for Success"?

2. Why is it important that students be examined on the whole syllabus?

3. Why do you think resits are limited to one?

4. What are the Key Skills?

5. What is Number Technology?

6. What are Baroness Blackstone's criticisms of the former higher education programme?

7. Find key words and phrases that summarise these criticisms.

8. Within the UK which country is not included in this proposed reform?

9. What do you think "lifelong learning" is?

10. What are the keywords that summarise the conclusion of Baroness Blackstone's proposals? Key Vocabulary

A level The traditional three subject specialisation exam studied by students between the ages of 16-18 after having passed their GCSE exams. These are the standard qualifications necessary to enter university.

Bachelors Traditional theoretical study. Certificate Standard university undergraduate degree 3-4 years: BA (Bachelor of Arts); BSc (Bachelor of Science). Certificate An official document stating that a person has passed a study programme (general). Course An entire study programme for a subject. Coursework Work done and graded during the course. Credit system Numeric system that refers to hours of course work completed. Curriculum Content description of a subject. Degree An official document stating that a person has passed a study programme (awarded by a university). Diploma An official document stating that a person has passed a study programme (general). GCSE General Certificate of Education. Usually students study 8 subjects to this level between the ages of 15-16. They are considered the basic ability level for a given subject. GNVQ General National Vocational Qualification. A vocationally focused programme that interacts with the traditional A Level and allows students the option of including work experience. Grades (US) Evaluation of a students ability. Grading scale Distribution of marks demonstrating a student's skills (A,B,C,D; 50%- 100% etc.). IT (Information Technology) General term referring to computer skills. Learning Process of understanding. Liner programme assessment at the end of the course by a final exam. Marks (UK) Evaluation of a students ability Masters University graduate programme 1-2 years: MA (Master of Arts); MSc (Master of Science) Modular programme Assessment in stages during the course. PhD. University doctoral degree. Pilot (programme) A programme being implemented for the first time. Programme of study Description of a syllabus. Qualification Certificate or diploma that has official recognition Resit (v,n) to take an exam again; an exam retaken. Sixht form Usually the age group 16-18 where students specialise beyond the GCSE level. Skills Abilities. Standards Generally agreed level (the goal of a certificate or diploma). Studies General name for a group of subjects. Subject A specific area of study (mathematics, art etc.). Syllabus Description of subjects or course content To pilot (v) to direct a new programme. Vocational study Study programme that includes work experience. Debate on Higher education

Higher education generally covers the 16-19 age group. At the end of this period students can decide to continue their studies at university if they have the necessary qualifications, alternative advanced training courses or enter the job market. In groups you will prepare a reform of your education system for higher education. Use the list below as a guideline for preparing your report.

a. General Theoretical Goals:  Think of a general statement that you think embraces your proposals.  What does the employment world require from students?  What should Higher Education Establishments hope to achieve?  What differences are there between the two previous points?

b. Course Subjects To Be Included:  For industry  For tourism  For the service industries  For business studies  For Education  Other  What are the key skills for each area?

c. Evaluation Methods for the Course:  Continual assessment  Exams  Coursework  Weighting

Table B2.1b Expenditure on educational institutions as a percentage of GPD (1995,2000). Expenditure on educational institutions from public and private sources, by level of education, source of funds and year . Primary, secondary and post- Tertiary education secondary non-tertiary education '2000 1995 2000 1995 l l l l e c c e a t a a a i i t t l t l t t a a o b o b o o v v t i i u u T T T r r p p p P

OECD countries Australia 3.7 0.7 4,4 3,9 0,0 0,7 1.0 1.7 Austria 3 3.7 0,2 3,9 4,2 1,2 0.0 1.2 1,3 Belgium 4 3,4 0,2 3,6 m 1.2 0,1 1.3 m Canada 5 3,3 0.3 3,6 4,3 1.8 1.0 2,6 2.3 Czech Republic 4 2.8 0.3 3.1 3,8 0.8 0.1 0.9 1.0 Don mart 3.6 4.1 0,1 4.2 4,0 1.5 0,0 1.6 1,6 Finland 3.5 n 3,5 4,0 1.7 0.0 1,7 1,9 Franco 4.0 0,2 4,3 4.4 1.0 0,1 1,1 1.1 Germany 2,9 0,7 3,6 3.7 1.0 0.1 1.0 1,1 Greece 3 2,7 0,2 3,0 2,3 0,9 n. 0,0 0,7 Hungary 2,8 0,2 3.0 3,6 0,6 0,3 1.1 1,0 Iceland 3 4,6 0,2 4.9 3.7 0,6 0,0 0.9 0,5 Inriand 4 2.9 0.1 3,0 3,9 u 0,3 1.5 1.3 Nary 3,2 0,1 3.3 m 0.7 0,1 0,9 0.8 Japan 6 2.7 0,2 2,9 3,0 0,5 0,8 1.1 1,0 Koran 3,3 0,7 4,0 m 0,6 1.9 2,8 m Luxembaurg m m m m m m m m Mexico 3,3 0,5 3,8 4,0 0. 0,2 1.1 1,1 Netherlands 3,0 0.1 3.1 3,1 1,0 0,2 1.2 1.4 New Zealand 4,6 m 4,6 3,6 0,9 m 0.9 1.1 Norway 3,6 n 3,7 4,2 1,2 n 1,3 1.7 Poland 3 3.7 m 3.7 3,6 0,8 m 0,8 0,9 Portugal 3 4.1 n 4.1 3,0 1.0 0,1 1.1 0,0 Slovakia 3.4 2.7 0.1 2.8 3.3 0.7 0.1 0.8 0,8 Spain 3.1 0,2 3,3 3,9 0,9 0,3 1.2 1,0 Sweden 4 4,4 n 4,4 4,1 1,5 0,2 1.7 1.6 Switzerland 3,8 0,4 4,3 m 1.2 m 1.2 m Turkay 3 2,4 m 2,4 1.7 1.0 ti 1,0 0,7 United Kingdom 3,4 0.4 3.8 3,9 0,7 0,3 1.0 1.2 United Stales 5 3,5 0,4 3,9 m 0,9 1.6 2,7 m Country mean 3,4 0,3 3 6 - 1.0 0.3 1.3 - OECD total 3,3 0,4 3,6 - 0,9 0,9 1.7 - Country mean for - - 3.6 3,7 - - 1.2 1.2 counties with 1995 data only Non-OECD countries Argentina 3 3,2 0.4 3,7 m 0,B 0,4 1,Z m Brazil 3, 7 3.0 m m m 0,8 m m m Chile 3,2 1.4 4.0 m 0,6 1.7 2.3 m India 6,7 2.0 0,2 3.0 m 0,7 n 0.7 m Indonesia 3.4 1.1 0,3 1.5 m 0.4 0.4 0,B m Israel 4,5 0.2 4,7 5,0 1.1 0,8 1.B 1,9 Jamaica 4.0 2,6 7,4 m 1.3 0,5 1,8 m Malaysia 3 4.0 n m m 1.7 m m m Paraguay 4.1 1.0 5.7 m 0,9 0,5 1.4 m Philippines 3,3 1.5 4,8 m 0,5 1.0 1.5 m Russian Federation 1.7 m m m 0,5 m m m Thailand 3 2.8 0.1 2,9 m 0.7 0,2 0,9 m Tunisia 3 5,2 m m m m m m m Uruguay 3, 4 2,0 0.1 2,1 m 0.6 n 0.6 m Zimbabwe 8 7.8 m m m m m m m

1. Including public subsidies to households attributable (or educational institutions. Including direct expenditure on educational institutions from international sources. 2. Net of public subsidies attributable for educational institutions.. 3. Public subsides to households not included in public expenditure, but in private expenditure 4. Direct expenditure on tertiary-level educational institutions frm international sources exceeds 1.5 per cent of all public expenditure. International sources at primary and secondary level exceed 1.5 per cent In Uruguay. 5. Post-secondary non-tertiary included in tertiary education. 6. Post-secondary non-tertiary included in both upper secondary and tertiary education. 7. Year of reference 1999. Source: OECD. See Annex 3 for notes (www.oecd.org/edu/eag2003).

Analyse the above information in the charts and then: 1. Countries who have been increased their expenditure on education related to their GPD. List your answers from the highest to lowest increase.

Country % Increase

2. Countries who have decreased their expenditure on education related to their GPD. List your answers from highest to lowest decrease.

Country % Increase

3. What conclusions can you draw from these statistics?

4. What further information do you think you need to assess a government’s commitment to education spending?