Examination Reform

Debate between Chris Skidmore and Baroness Blackwood of North Oxford

Wednesday 16th January 2013 Commons Chamber

[Chris Skidmore]

I was giving the hon. Gentleman the benefit of the doubt, because I thought it might have been written by a new researcher who had just come in. It is obvious that he has no understanding of the current debate or if what is going on in the wider world.

For instance, if the hon. Gentleman had listened to the “Today” programme on 17 September, he would have heard Sir Mike Tomlinson, the former chief inspector of schools, saying:

“I agree entirely with the removal of the modular structure and the resit situation.”

He added that the new exam system

“will give us a system that has more positives than presently”.

The hon. Gentleman, who was an Education Minister in the early 2000s, once rejected Tomlinson and did not listen to his proposals. I hope he will listen to him now.

It is a shame that the hon. Gentleman who wrote the motion does not check his Twitter feed more carefully. If he did, he would have discovered that the Labour peer and former Education Minister, Lord Knight, tweeted at 6.4 am on 17 September that

“GCSE needs reform - modularisation led to gaming.”

There we have a former Minister for Schools and Learners admitting that there is no point in continuing with modularisation. The reforms will deal with that fact.

It is a shame that the shadow Secretary of State decided that it was a good idea to call a debate to oppose bringing back more rigour to our examination system without looking at where the public stand on the matter. According to a YouGov poll taken in June 2012, 60% of the public, including parents, think that it has got easier to get a good GCSE in recent years, compared with only 6% who think that it has got harder. It also shows that 47% of Labour voters think that it has got easier to get a good GCSE in recent years, compared with only 7% who think that it has got harder. Perhaps he should listen to Labour voters. It is not only the public and parents who have little confidence in the current system. According to the latest Ofqual survey, just 51% of students in 2011 had confidence in the GCSE system.

We know why that is. A yawning gap has opened between the image of educational success that GCSEs have presented over the past few decades and the reality of what is taking place globally. While GCSE results have risen to record levels, they have not been matched in international league tables. Fifteen-year-olds in England have fallen down the rankings from seventh to 25th in reading, eighth to 27th in maths, and fourth to 16th in science. As the OECD has commented:

“Official test scores and grades in England show systematically and significantly better performance than international and independent tests”.

It added that

“the measures based on cognitive tests not used for grading show declines or minimal improvements.”

Perhaps we might be able to gain some consensus on that fact. After all, on 26 June last year, the shadow Secretary of State said:

“I absolutely acknowledge that there is grade inflation in the system”.—[Official Report, 26 June 2012; Vol. 547, c. 179.]

Perhaps he might also like to acknowledge that, in 1997, 49.9% of pupils entered GCSEs in English, maths, two sciences, a language and either history or geography—the core subjects that now make up the EBacc—but that the figure more than halved by 2010, with only 22% of pupils sitting those subjects. Perhaps he might even like to demonstrate regret for the fact that when he was an Education Minister, Labour decided to remove the languages requirement for 14 to 16-year-olds. By 2010, that had resulted in 200,000 fewer 16-year-olds taking a modern language GCSE. Surely he must be ashamed of that record of achievement.

The Government’s introduction of the EBacc is already having a significant effect on the adoption of rigorous subjects. An Ipsos MORI survey of pupils who will take their GCSEs in 2014 suggests that the percentage of pupils taking the full EBacc will increase from 22% in 2010 to 49% by 2014. Over the same period, the percentage of pupils taking a GCSE in history will go up from 31% to 41%; those taking geography will go up from 26% to 36%; those taking a language will go up from 43% to 54%; and those taking triple science will go up from 16% to 34%.

[Nicola Blackwood (Oxford West and Abingdon) (Con)]

Does my hon. Friend share my deep concern about the finding of the Institute of Physics that only 49% of maintained schools sent a girl to take A-level physics in 2011? Does he agree that it is vital that more young people take triple science so that more girls do physics and play a role in our physics future?

[Chris Skidmore]

Absolutely. It is not only the gender balance that we need to tackle. There is also a gap when it comes to the most deprived pupils in society—those on free school meals. My hon. Friend the Member for Brigg and Goole (Andrew Percy) did not mention that the EBacc shines a torch on underperformance because it shows the gap between those in the most deprived areas and the most affluent in society. We must close that gap by using the EBacc as a crucial measure.

Many countries, including France, Finland, Germany, Japan and South Korea, have more than two compulsory subjects. They have modern languages and history as compulsory subjects. Having more subjects that pupils must take ensures that there is a greater measure.

We are in a global race in which qualifications from the 20th century will no longer equip us with the skills and knowledge needed for the modern world. We need not only to look outwards and emulate countries that are powering ahead, fuelled by a rigorous education system that will not accept second best, but we must also look inwards at ourselves and recognise that if we do not reform our education system we will be letting down future generations of pupils who will be competing in this modern, international world. That is why we need reform—we recognise that the world has changed, and we must change with it.

Oral Answers to Questions

Debate between Chris Skidmore and Baroness Blackwood of North Oxford

Monday 14th June 2010 Commons Chamber

[Chris Skidmore (Kingswood) (Con)]

14. What his policy is on the provision of support for people who are unable to work as a result of disability.

[Nicola Blackwood (Oxford West and Abingdon) (Con)]

15. What his policy is on the provision of support for people who are unable to work as a result of disability.

[The Parliamentary Under-Secretary of State for Work and Pensions (Maria Miller)]

I refer my hon. Friends to the answer I gave my hon. Friend the Member for Chatham and Aylesford (Tracey Crouch) earlier.