Education: Reform of GCSEs

Baroness Wall of New Barnet Excerpts

Tuesday 11th June 2013 Lords Chamber

[Lord Nash]

I am very interested in my noble friend’s comments. I know that he has vast experience as a teacher. On his last point, I recently read a very interesting report from America, which said that lesson observation was not the best way of working out whether teachers were teaching well; the best way to do that was through exam results and pupil feedback. My noble friend makes a very good point. In relation to pupils who maybe experience particular difficulties with resits, I will take this away for consideration.

[Baroness Wall of New Barnet]

My Lords, I welcome the Minister’s Statement. I am involved in skills and in working with employers, and as late as yesterday I hosted an event here for employers who deal with STEM subjects. The information the Minister shared with us is very much in tune with what is being experienced out there.

My first point follows on from the comments about how we engage parents. A key thing that came out from the meeting yesterday was how we persuade parents that the vocational route is as good, as well qualified and as valuable as the academic route, which my Government and previous Governments have endeavoured to take more people through. That is hugely important. When young people look at apprenticeships, very often their parents will suggest that they are the least best option, let alone the message that comes from schools, where career advice is now non-existent, and Connexions has gone—not that I was a great admirer of it; it had lots of faults. However, if we are to get UK plc working in the way it should do, and being as productive and profitable as it needs to be, employers need to know that they have support from parents as well as government and themselves, ensuring that the skills and vocational techniques that apprentices require are just as important.

Secondly, although the Minister has been very sceptical about equating GCSEs with vocational NVQ qualifications, that has made a difference, because it has allowed parents to measure in some way, however accurate the measurement, the value of what their children are learning. I hope that they will also be brought to a productive employment future.

[Lord Nash]

The noble Baroness makes some very good points. It is essential that we now make sure that our vocational qualifications are seen by all— employers, parents and students—as being as rigorous as academic qualifications and equally valuable. The Alison Wolf review, which suggests that we focus down on a core—although still substantial—number of vocational qualifications, is helpful here. However, we started from a very low base. You could get a diploma in a subject—I will not mention the name—which required no examinations at all because it was assessed entirely by continuous assessment. That counted as four GCSE equivalents. We clearly had got to a point where the system of equivalents was out of control. However, we need to see more rigorous vocational qualifications—and the UTC programme is very focused on this. We are seeing pupils, aged 14 and 16, going to UTCs which offer extremely rigorous vocational qualifications, and we need to spread this practice into schools as well.