Education: English Baccalaureate

Baroness Jones of Whitchurch Excerpts

Monday 22nd October 2012 Lords Chamber

[The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford)]

My Lords, we expect that everyone who now sits a GCSE should be able to sit the new English baccalaureate certificate. Although it will be more challenging than the current GCSEs, we believe that all children with a good education should be able to achieve it. We have also moved to strengthen vocational qualifications, increase the number of UTCs and studio schools and set an expectation that young people who are not secure in English or maths at the age of 16 will continue to study towards that qualification post-16.

[Baroness Jones of Whitchurch]

I thank the Minister for that reply. Does he understand the concerns of many academics and parents that the new qualification will narrow the definition of educational success and excellence? Is it not inevitable that the teaching time for many other crucial subjects, such as art, music, religion, computing and technology, will be squeezed out by the emphasis on the core subjects in the EBacc? Does he recognise that the Government’s obsession with academic subjects offers little comfort to the forgotten 50% who will never go to university but who want an alternative, gold-standard vocational qualification, such as the technical baccalaureate proposed by the leader of the Opposition?

[Lord Hill of Oareford]

My Lords, I do not accept the basic premise that the Government are concerned only about academic qualifications to the exclusion of all else. I agree with the noble Baroness, and with the party opposite, on the importance of vocational and technical qualifications. One of the very first things that the Government did when coming into office was to commission the Wolf review into vocational qualifications. However, with regard to the EBC, the amount of time that is likely to be taken to teach those core subjects will still leave plenty of time for the important subjects that she mentions, such as art, music or design, which I agree one would want to continue to be taught. I do not think it is a narrowing of the definition of excellence to want to set a higher bar for more children from a whole range of backgrounds, particularly the most disadvantaged, to get good academic qualifications that will get them into further or higher education, apprenticeships or work.