Research at the Centre for Economic Performance has concluded that rigid teaching styles in schools up to 16 are leading to poor life chances for 50% of young people who do not go to university. They then fail to reach the standards of skills and employability that is now taken for granted in other industrialised countries.
Research at the Centre for Economic Performance has concluded that rigid teaching styles in schools up to 16 are leading to poor life chances for 50% of young people who do not go to university. They then fail to reach the standards of skills and employability that is now taken for granted in other industrialised countries.
The report in the Telegraph says that the central conclusion of the research is that “at present, efforts to improve post-16 education and training, including apprenticeships, are seriously weakened by what happens to young people before they are 16. Specifically, the rigidity of the curriculum and styles of teaching are resulting in significant disaffection and under-achievement. The most damaging manifestation of this disaffection is the reluctance of a significant proportion of school-leavers to continue to engage with any sort of formal learning. This undermines all our efforts post-16 - apprenticeships in particular.”
The report does go on to say that there is evidence that the DfES’s "increased flexibilities" programme, which is aimed at creating enhanced vocational and work-related learning opportunities for those aged 14 to 16, has re-awakened interest in learning post-16 and improved young people's motivation.
The report outlines the mess the 14-18 curriculum is now in, and this leads to:
A confusing wide mix of qualifications, with no real clear idea in the minds of young people, parents or employers about what vocational education involves.
High degrees of non-completion, with youngsters switching between the many different courses, and a dropping off from courses at 17.
Poor linkages both between the various types of vocational courses on offer and between them and vocational offerings in higher education - a third of vocational students are on courses that do not lead to higher education, either directly or through a further related course.
Poor linkages to the labour market, which are not helped by the fact that the industry bodies that are meant to set standards have been reorganised five times in the past 30 years and twice in the past five years.
The main outcome of this report is the importance of whatever course your child does, it should lead or link to a Level 3 qualification. Make sure you are clear if it can be used for university entry.
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