Secondary Education (GCSEs)

Debate between Lord Barwell and Tristram Hunt

Tuesday 26th June 2012 Commons Chamber

[Gavin Barwell]

I will not take interventions, for reasons of time.

I do not want to go back to a CSE system, but we need the radical reform of our GCSEs in order to bring back a degree of academic rigour. The Education Committee Chairman made a very important point to the Secretary of the State about how raising the threshold will raise the number of people who succeed. I believe passionately, as a parent and from my experience of visiting schools, that paradoxically if we raise the threshold we will find that young people respond to it. That is the experience of schools that have switched to the IGCSE exam.

In the briefing pack for this debate, I saw some research from King’s college, London, showing the decline in maths over the past 30 years, with many 14-year-olds not understanding concepts such as algebra and ratios. I am not satisfied that my nine-year-old is stretched at his primary school, so I work with him on his maths at home, and he has already grasped those topics. I do not think that he is especially bright or clever, but I passionately believe that our young people are full of talent, and if they are pushed and stretched they will respond.

We also need to acknowledge that at 16 years old the right outcome for all our young people is not necessarily to sit a full suite of academic qualifications. For years and years this country has lacked a proper, respected vocational alternative, but if we secure such an alternative, we should not deride it as part of a two-tier system in which people doing vocational qualifications are somehow failures or second best.

[Tristram Hunt]

Like with CSEs.

[Gavin Barwell]

I am not talking about going back to CSEs, which were second-rate academic qualifications; I am talking about a system in which most children should be capable of getting robust academic qualifications and, through that, pushed to achieve their maximum. But we should recognise that it is not the right outcome for all young people, so there should be a proper vocational alternative, and we should not regard the young people who go down that route as failures or as second best in any way. I believe that absolutely passionately.

I shall end my speech—I know others want to speak—with one final point. Changing our exam system is not in and of itself a solution to the problems that the Education Committee Chairman has identified, but it is part of the mix, alongside the other things that the Government are doing: getting the basics right in primary school so that everybody learns to read and can access the curriculum that follows; emphasising discipline so that young people can actually learn in the classroom; giving teachers the freedom to innovate within their schools; giving parents a proper and effective choice through the free school model; and, finally, setting a floor and saying to schools that do not live up to the minimum standards that we have a right to expect, “That’s not good enough. We’re going to bring in an academy to replace you.”

That package of measures, together with a robust exam system, is what we need to give this country what it needs—the best equipped young people in the world. That is the only way to get the companies that will give us the jobs we want to locate themselves here, so we need to have the courage to bite the bullet and say openly, as both Front Benchers have for the first time today, that we have dumbed down our system over a number of years—not just under the previous Labour Government; it has been going on for a long time—and that that process needs to be reversed. We need to bring back rigour, to provide a proper vocational alternative and to stop the sterile argument about a two-tier system.