Our submission to the Curriculum and Assessment Review centres on the key areas Edge has been advocating on for the past two decades: a broader curriculum, recognition of essential skills, and true parity of esteem between academic and technical pathways. So, what can be improved about the education system?
- There is a lack of emphasis on developing essential skills
The argument for essential skills has been made forcefully by Edge and colleagues. Skills Builder’s Essential Skills Tracker 2023 finds that higher levels of essential skills correlate with higher wages and greater life satisfaction and can increase the probability of being in work or education. The public agrees - our 2024 polling of 2,000 adults in England found 88% think education should focus more on teaching young people skills that will be useful for the workplace. But our Joint Dialogue research has highlighted that neither employers, teachers, or learners feel that employability skills are adequately developed in schools. Slimming down GCSE content would go some way to creating more time and space for teachers to focus on essential skills and linking the curriculum to careers. As such, we recommend that the Government establish a permanent, independent group to keep content under review.
2. There is a lack of a high-quality, equal vocational and creative offer in the pre-16 curriculum
We have seen a significant decline of vocational and creative subjects in the pre-16 offering. By not presenting vocational and creative subjects as viable or equal options in the pre-16 education system, we are compounding antiquated ideas, that are not in line with the realities of the labour market and public attitudes, about their parity with general subject disciplines and qualification pathways. The ‘Young Lives, Young Futures’ study by King’s College London, supported by Edge, shows this can be particularly alienating for students who enjoy and/or wish to pursue practical and creative subjects. We would like a multi-year Government strategy to reinvigorate the creative and vocational offer in the pre-16 curriculum and ensure it’s available in all parts of the country.
3. The early specialisation and lack of a breadth in the 16-19 offer.
The 16-19 offer demands young people specialise early and is characterised by a ‘two cultures’ division that sets England apart internationally. While the ambition behind T Levels is correct, their chunkiness makes them impossible to mix and match with other Level 3 qualifications and our new report, out next month, has found some concerning issues with their delivery. We believe a better balance could be struck through a broader baccalaureate-style 16-19 education system. This would allow young people to explore more interests, create space and time for further development of literacy and numeracy skills, it would not close off any career options too soon and, crucially, would allow a well-rounded study of general and vocational/technical subjects that would support efforts to meet our technical skills needs.
4. The English and Maths offer for students who haven’t achieved a Grade 4 or above at GCSE, or are unlikely to do so.
Developing strong literacy and numeracy skills is essential for success in young people’s working and personal lives. 81% of the public polled, back teaching numeracy and writing skills to all 16-18 year olds. By reducing some content, space and time could be freed up to build the key concepts and skills needed for this, as well as addressing poor pass rates and re-sit outcomes. A separate working group of experts would be needed to facilitate this work.
Is that it…?
For many, there are concerns the Curriculum and Assessment Review could be underwhelming – the wide-ranging consultation questions feel like they’re just skimming the surface of what needs changing, which doesn’t bode well for the scale of the challenges we’re facing in terms of skills shortages, disengagement from learning and growing NEET rates.
But we are hopeful that if the Government can choreograph the findings of the CAR with its many other skills priorities (Skills England, Level 3 reform, a new post-16 strategy, Foundation Apprenticeships, etc.) the Review can stride – rather than tiptoe – towards a truly relevant education system.