Labour’s educational revolution is working thanks to the support of progressive employers, argues Graham Lane
Last year saw the successful introduction of the first five diploma courses in selected areas of the country. In many other areas, there are now up to 10 diploma subjects being offered. Students are finding that the new way of working and learning is much more suited to their needs. Some of the most exciting and innovative work is being done at local universities, with both 14 and 16-year-olds taking diploma courses. Other teaching and learning takes place on employers’ premises or in new centres of learning, so students can experience state-of-the-art equipment.
Employers designed the course content for the diplomas. They insisted on not using existing vocational qualifications, as they argue the needs of industry change increasingly quickly. What employers want are young people with effective communication skills, capable of making decisions and working under pressure as part of a team.
On average, students aged 14-16 spend two days a week on the diploma and study GCSEs and other subjects for the rest of the week. Students aged 16-18 tend to spend three days a week on the advanced diploma, but can also study for an A level and other qualifications. This gives them wider learning opportunities or the chance to specialise. The diplomas challenge students’ academic abilities and encourage them to apply their learning to real life situations – which is essential for a 21st century workforce.
Students can opt to do different diploma subjects at 14 and 16 and then choose to go to college, university or straight into work.
The higher diploma at 14-16 is equivalent to 7 GCSEs and the advanced one is equivalent to 3.5 A levels.
Students doing only GCSEs or A levels are increasingly at a disadvantage when it comes to obtaining more skilled and rewarding work. The diplomas are being recognised by universities as suitable for entry to degree courses.
Unfortunately, the Liberal Democrats do not seem to understand diplomas. And, having welcomed them at first, the CBI now seems to want to see them scrapped, but appears to have no idea what should replace them. Although the Conservatives remain unconvinced about the need for diplomas, they have no alternative strategy to tackle the skills gap.
If discussions at European Union are successful, the result will be funds for diploma students to undertake work experience on a European project possibly linked to their own.
All the diplomas have developed differently to reflect the needs of the sectors they cover. They are opening up exciting new possibilities for students. More than 1,000 employers are involved with the diploma in construction and the built environment. The Royal Opera House and various symphony orchestras are involved in the humanities and social sciences diploma. Animal care is part of the environmental and land-based diploma, while the diploma in languages and international communication is seen as a way of revitalising language learning in schools.
The French Government is interested in accrediting the diploma towards that country’s baccalaureate. David Bell, the permanent secretary at the Department for Children, Schools and Families, is a champion of the public services diploma. The retail business diploma has attracted the involvement of companies such as Tesco, House of Fraser, and Specsavers.
One consortium offering the travel and tourism diploma is planning a visit to Peru to see how poverty is being tackled. An engineering consortium has developed a maths for engineers module and is keen to recruit more young women. Those who are on the course are very enthusiastic about what they are learning.
The youth sector is closely involved with the sport and active leisure diploma, while the science diploma has been praised for its approach to environmental issues.
More than 200 diploma students attended an “Industry Insight” event, hosted by Microsoft. The creative and media diploma is increasingly popular.
The educational world is working closely with employers to re-shape the curriculum so it is more relevant to the 21st century and the future needs of Britain. Vocational and academic education should not be regarded as separate routes of learning. Diplomas bring them together as part of the same process designed to give increasingly diverse opportunities to increasing numbers of young e people.
Some may find it surprising that this radical and imaginative programme developing so well, because it challenges the autonomy of schools and colleges. Nevertheless, they are working in partnership to deliver for students. Diplomas enable students to design their own curriculum to meet their individual needs – one reason why they are so keen on them. They will also gain more qualifications and increased choice over what they can do next – in higher education or the workplace.
A necessary revolution is underway – one that will help this country to move out of the recession and produce a far more skilled workforce to meet the challenges ahead. Diplomas are a triumph for the Government’s educational policy and Labour should be publicising a major success story.
Graham Lane is a former chair of the Local Government Association’s education committee
