Reconceptualising Post-16 Education in Britain

A 2013 Conference Paper

This paper comprises of four pieces of policy research undertaken by members of The Wilberforce Society which each aim to explore ways of reconceptualising post-16 education and training in society today. It seeks to contribute to this vast debate by designing policy in a way that seeks to improve upon current provision and offer new alternative solutions to long standing problems with the education system in Britain.

Proposed policies are:

Examination Reform

    • External assessment at the end of Key Stage 4 should be limited to mathematics and English alone
    • Abolish equivalence of qualifications
    • The shortening and simplification of the National Curriculum
    • Universities should publish recommendations on appropriate qualifications
    • The introduction of a brand based system of quality assurance
    • Awarding bodies ought to publish details of who they have worked with or consulted

on their qualification syllabuses and examinations

  • Applications to university made once pupils have received their grades

Raising Perceptions of Vocational Training and Education

  • Maintain the momentum of transnational Vocational Training and Education pro- grammes
  • Ensuring central government follow through on their proposals for VET schemes
  • Offering VET schemes to prison offenders
  • A media campaign encouraging positive coverage of vocational education
  • The creation of youth ambassadors for vocational education
  • The organisation of an annual VET conference
  • Investment in a communications campaign
  • Provide employers with incentives to take on apprentices
  • The transferal of careers advice to schools

Learning for Work and Life

  • Train people in appropriate non-directly occupational skills which are vocationally based.
  • More emphasis on fostering creative business talent

Vocational Education in England

  • De-stigmatise the perception of VET
  • Private firms or groups of firms should be allowed to create their own qualifications
  • Introduction of regional sector skills councils
  • Funding of apprenticeships through SFA funds
  • Offering greater literacy and numeracy skills to help the unemployed
  • Improving facilities to remove private sector input in training

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