By Gavin Mackintosh-
A thinktank has recommended a three-year ‘baccalaureate’ to be introduced to replace A-levels, BTECs, T-Levels and apprenticeships.
A new report from EDSK, released today criticised the dominance of A-levels, arguing that it has had a detrimental impact on the prestige of other options, while limiting the breadth of the British curriculum.
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The recommendations comprise a two part segment proposing to reform the already high standard of pre university education in the UK.
The thinktank proposes the first part previously called for GCSEs to be scrapped in favour of computer-based assessments.
Tom Richmond, EDSK director and former adviser to Michael Gove and Nicky Morgan, told The Eye Of Media.Com that A-levels were originally introduced 70 years ago to “prevent students from specialising too early in a few subjects”.
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Mr Richmond added that: ”A levels had become so dominant that all other subjects were relegated to second class status . There needs to be a level playing field, he said. Other countries have compulsory Maths and English, he said.
“If the current government is serious about boosting technical education, it must end the political obsession with A-levels by introducing a ‘baccalaureate’ that creates a level playing field for a broad range of rigorous academic, applied and technical courses.”
The think tank states that all 15 to 18 year olds in upper secondary education should undertake a ‘baccalaureate’ which provides a “rigorous and flexible” framework.
The proposals consist of three levels; foundation (equivalent to GCSEs), standard (equivalent to AS-levels) and higher (equivalent to A-Levels).
It calls for students to progress through the levels from 15, pointing out that they don’t have to complete each level at the same speed. It also requires students to begin with a broader range of subjects at foundation level before gradually specialising in their preferred subjects as they progress.
The new system would require all pupils to study two compulsory subjects – core maths and core English.
Mr Richmond said: “Given that A-levels were originally created to prevent students from specialising too early and only studying a narrow range of subjects, it is ironic that this famous qualification brand has never fulfilled this mission and might have made the situation even worse.
“No other developed country would describe studying just three subjects for two years as a ‘gold standard’. On the contrary, other major economies typically insist that students take around six to eight subjects in their final years at school or college to ensure they receive a broad and balanced education.”
Mr Richmond said he hoped their proposals can be implemented in the next 3-5 years, but it would require funding to support it.
Geoff Barton, the general secretary of the Association of School and College Leaders (ASCL), said: “We do need to look again at A-levels as part of a wider review of qualifications and the curriculum. Whether that means scrapping them is a moot point and there are arguments for and against.
“But what does need to be addressed is the fact that for far too long vocational subjects and qualifications have been perceived as having less worth than academic subjects.”
The Department for Education proposes a diverse range of post-16 education options and is now reviewing its post-16 technical qualifications at level 3 and below to ensure they are high quality and can lead to skilled employment or further study.
It states that “students must continue studying these subjects until they achieve at least a pass grade in either exam at the ‘higher’ level of the ‘baccalaureate’. It concluded that England is an “international outlier in failing to ensure that English and maths are continued past age 16 “.
Proposals
Under EDSK’s proposals, the ‘baccalaureate’ will include three pathways which each have a “distinctive purpose”, but pupils would be able to mix and match throughout.
The academic pathway will include courses on academic subjects such as maths. The technical pathway covers courses related to broad areas of employment, for example business studies.
Finally the technical pathway will provide courses on specific trades and occupation, such as training to become a plumbing technician.
Grading
EDSK says the model will be based upon a credit system, with a minimum of 60 credits required to complete each level.
At foundation level an academic subject will count for 10 credits, applied would be 15 and technical would be 20.
The report states “as a minimum” a student must take six academic subjects, four applied or three technical subjects, along with maths and English.
Academic subjects increase to 12 and then 15 credits over the next two levels respectively while applied subjects increase to 20 and then 30 credits.
Technical subjects increase to 30 at standard level then 60 at higher.
All levels will use the same grading scale: Distinction, Merit, Pass and Fail.
When a student finishes school or college they will receive their Record of Educational Achievement (REA) which documents the grades achieved at foundation, standard and higher level.
“Bringing vocational and academic subjects under the same qualifications banner would be an important step forward in creating a level playing field”, he said.
The Department for Education is reviewing its post-16 qualification at level 3 and below, with final plans set to be published later this spring.
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