Examination Reform

Debate between Lord Brennan of Canton and Stephen Twigg

Wednesday 16th January 2013 Commons Chamber

[Stephen Twigg]

I certainly accept that we need to learn from the strengths and weaknesses of the changes that have been made. We made a number of reforms. I was a Minister when Curriculum 2000 was implemented, which created the AS-level. That was a positive reform that has stood the test of time. There is a case to look again at modularisation, but as I will say in my speech, that does not require us entirely to remove controlled assessment from the core subjects that make up the secondary school curriculum.

Sir Jonathan has been joined by other leading British innovators in warning the Secretary of State that his plans are “jeopardising Britain’s future prosperity”. Research carried out for the Department for Education by Ipsos MORI demonstrates the effect that the EBacc performance measure has already had on creative subjects. For example, more than 150 schools have withdrawn the important subject of design and technology from their curriculum. There have been similar declines in drama and art. I fear that the Secretary of State’s plans for EBCs risk making the situation even worse.

A survey by YouGov for the National Union of Teachers that was published earlier this month found that more than 80% of teachers said that the proposed changes to exams at 16 were being rushed. Louise Robinson, the president of the Girls Schools Association, has said that the Education Secretary is transfixed by

“a bygone era where everything was considered rosy”.

She said:

“You can’t be forcing a 1960s curriculum and exam structure on schools. These children are going to be going out into the world of the 2020s and 2030s. It is going to be very different from”

the Secretary of State’s

“dream of what it should be.”

It is an indication of the Secretary of State’s unpopularity that voices from the private schools sector and the National Union of Teachers are united in their opposition to his plans.

[Kevin Brennan (Cardiff West) (Lab)]

A great achievement.

[Stephen Twigg]

It is a great achievement, as my hon. Friend rightly says.

--- Later in debate ---

[Stephen Twigg]

My hon. Friend makes the point powerfully, and it is absolutely the right point to make. It is not simply Opposition Members who are making it—it was the central argument of the CBI’s excellent report on education before Christmas, when it called for a pause in the Government’s proposed EBCs. That is why, in our motion, we urge the Government to rethink. We have reflected on what we are hearing from business, as my hon. Friend rightly reminds us, and from the world of education that they are not the reforms that take our education system, our economy, or our broader society in the right direction.

The Government’s plan for EBCs is very much in tune with the Secretary of State’s wider programme for education: a narrowing of the curriculum, backward looking in terms of assessment, and a policy for the few, not the many. Last year, the Secretary of State presided over the fiasco in GCSE English marking. Now, on his plans for changes to exams at 16, week after week we see increasing opposition, whether from business, entrepreneurs, teachers or parents. In contrast, I want to see a true baccalaureate approach to assessment and qualification reform. Labour Members are working to build a consensus in the worlds of business and education on reforms that will work and will last; reforms that will strengthen, not undermine, our standing in the world. On that basis, I commend this motion to the House.

[Kevin Brennan]

On a point of order, Mr Speaker.

Education Performance

Debate between Lord Brennan of Canton and Stephen Twigg

Thursday 12th May 2011 Westminster Hall

[Stephen Twigg]

The hon. Gentleman anticipates the next part of my speech. I absolutely share his concern. In fact, I was Schools Minister at the time—I do not know whether he intervened on me with that knowledge—and I remember the difficult conversations we had to have. The subsequent judgment was that the figures, for both 2000 and 2003 I think, were invalid because there were not sufficient schools. All we have to compare is 2006 with 2009.

The hon. Member for South West Norfolk spoke about PISA before I came into the Chamber. I apologise for missing what she said. The Secretary of State has spoken about the PISA outcomes on a number of occasions. Clearly, we must all share his concern about how low down the PISA league table we are for maths, science and reading. There are issues about its methodology and about the new entrants that were not in previous studies, but I will not dwell on them. I share the concern of the hon. Lady and others that we clearly still face a very big challenge.

The hon. Lady referred to Shanghai, which is a part of China that was not in the previous PISA table in 2009 and that went straight in to the current table at No. 1, which is what they used to say on the top 40. It is now top of the PISA league table for maths, science and reading. Clearly, there are lessons that we need to learn from that part of the world.

[Kevin Brennan]

Let me caution my hon. Friend on this matter and recommend that he read the article in The New Yorker, which asked whether help had been given to those taking the tests in Shanghai.

[Stephen Twigg]

I will read that article.

Whenever we discuss test scores, there is always this argument about whether people are being taught to the test. Of course there are other pieces of research that show rather different outcomes. I know that this has been referred to in previous debates, but the trends in international mathematics and science study, which does not cover English or reading, looked at scores in years 3 and 9 between 1995 and 2007. In terms of progress in both mathematics and science, the United Kingdom was towards the top of the most improved countries in the world.

--- Later in debate ---

[Stephen Twigg]

I thank the hon. Gentleman for that intervention. At the end of the hon. Lady’s speech, she said that there is no contradiction between a high-quality and a high-quantity education system, and that is something with which I passionately agree. I do not necessarily agree with everything that she said in constructing that argument, but I certainly believe that we should be aspiring to that.

Let me take up something that the hon. Lady said and that has also been said by other Government Members. We face a real challenge in changing the attitude of many state comprehensive schools to getting their brightest kids into Oxbridge. As someone who went from a comprehensive school to Oxford—okay, it was quite a long time ago, as the hon. Gentleman will know—I relied on a particular teacher who mentored and encouraged me. He studied philosophy, politics and economics at Oxford and I was doing A-level economics. Without him, I am not sure whether I would have made that application. I do not think that that situation has changed as much in the subsequent 25 years as I would like. It is not just about Oxbridge, but if we are rightly to criticise Oxbridge for the comparatively low numbers of state school kids getting in, part of the challenge is for the schools as well as for Oxbridge.

[Kevin Brennan]

We are all in danger of confessing our educational backgrounds. I also went to a comprehensive school and ended up studying PPE at Oxford. That just shows how predictable MPs are.

[Stephen Twigg]

Did my hon. Friend study A-level economics?

[Kevin Brennan]

Yes, I studied A-level economics and got an A in case anybody asks. Cambridge Assessment sent me an article this week about the PISA studies in which Andreas Schleicher, who is often cited by the Secretary of State as his hero, seemed to suggest that there is no evidence of decline in English pupil performance.

[Stephen Twigg]

I think I will move on from this part of my speech, partly because a lot of Members want to participate in the debate.