Education: Reform of GCSEs

Baroness Jones of Whitchurch Excerpts

Tuesday 11th June 2013 Lords Chamber

[Baroness Jones of Whitchurch]

My Lords, I thank the Minister for repeating the Statement today. He will know that the department and the Secretary of State have a rather chequered history on education reform—less about linear reform and more about stops, starts and U-turns. It has been difficult for politicians to keep up with his thinking, let alone the head teachers who have to plan for the changes, the teachers who have to deliver those changes and the parents who would like to understand what is to be expected of their child. As a result, a great deal of cynicism and anger has developed about the mixed messages coming out of the department, the pace of change now being demanded and the lack of engagement with the profession prior to the curriculum changes being published.

For example, the Minister talked about the involvement of distinguished subject experts in drawing up the subject content, but he will know that there is a great deal of discontent among those very advisers that their advice was ignored and that they did not recognise the final subject drafts being published. There was even some suggestion that the Secretary of State had removed some of the advisers at a late stage and taken on the task himself. What reassurance can the Minister provide that the draft subject content is genuinely based on the best external advice available and receives their broad support?

Secondly, there is a real concern that the views of parents were not properly sought before these changes were announced. Most parents are passionate about their children’s education and well positioned to know what excites and inspires their child at school. They want to know that standards will apply across the sector—not one rule for academies and another for maintained schools; they worry that unqualified teachers are being allowed back into classrooms by this Government; and they want to be reassured that any new curriculum will provide their child with the qualifications and skills to get decent employment in the future. What steps have been taken to give parents a real and powerful voice in the final shaping of these proposals before they are agreed?

Thirdly, the Minister will know that in the past business leaders and the CBI have expressed concerns that the emphasis on learning and repeating facts that is now being proposed, rather than understanding the importance of collaborative working and creative thinking, are taking the curriculum proposals in the wrong direction and not producing young people with the soft skills necessary in today’s business world. To what extent have the future employers of these young people been involved in drafting the curriculum proposals, and do these now meet with their approval?

Fourthly, the Government are already committed to raising the participation and school-leaving age to 18. This is a policy that we also endorse. However, these proposals cover only the teaching provision to 16. Does the Minister agree that it would have been better to review the curriculum and assessment provisions in a streamlined way through to school-leaving age, rather than approaching it in this piecemeal way? What thought is being given to providing a meaningful education to young people who do not want to study the traditional academic A-level route and who would prefer a quality vocational offer, particularly those in the 16-to-18 range? How does this fit in with these proposals?

We all share the determination to have high standards and rigour in our teaching and assessment of young people. We are proud of our record of driving up standards in the past—the Secretary of State has previously acknowledged our record in this regard—and we support the reform of controlled assessment of coursework in examinations. Clearly, everyone has to have confidence that assessments are carried out objectively and rigorously, but we very much oppose the move back to assessment purely at the end-of-course exams. The Minister spoke of a “cram and forget” culture in exams, but that is the inevitable feature of measurement by exams.

A three-hour exam can never give a child a chance to show all they have learnt over a two-year course, nor can it show the depth of understanding that they can demonstrate in a well-structured piece of coursework. A minority of children will have an innate talent for learning and regurgitating facts. Good for them; we wish them well; but that is not how most children learn or show their abilities, and these are not necessarily the skills that employers want either. The answer has to be a mix of assessment methods to ensure a fair outcome. Can the Minister therefore explain the evidence by which this major change in assessment has come about and what consultation will continue to take place on whether it is fair and viable?

Once again the department has been guilty of rushing out proposals which have major consequences for the next generation of young people. There should be a national debate on the implications and a genuine commitment from the Government to listen and change. Sadly, this department does not have a great record on meaningful consultation, but I hope on this occasion the Minister can reassure this House that there will be a full opportunity to influence the eventual outcome of these changes within both this House and the country before a final decision is taken.