14-19 education and training: the case for a unified and inclusive system
Submitting InstitutionUniversity College London
Unit of AssessmentEducation
Summary Impact TypeSocietal
Research Subject Area(s)
Education: Education Systems, Curriculum and Pedagogy, Specialist Studies In Education
Summary of the impact
Some research achieves apparent impact because it travels in the same
direction as the prevailing political wind. The researchers featured here
have often headed into that wind by arguing that England should close the
academic-vocational divide and establish a unified and inclusive 14-19
education and training system that meets the needs of all learners. They
have consequently made an important contribution to critical public debate
on education policy and have helped to shape the thinking of teaching
unions, government commissions, awarding bodies and local authorities.
Their ideas have proved influential not only in England and Wales but also
Context: Despite 30 years of costly experimentation, England's
14-19 system is still failing to cater for the significant minority of
teenagers who leave school or college with few or no qualifications and
dismal job prospects. The challenge of creating a more inclusive system is
one that Professors Ann Hodgson and Ken Spours of the IOE have been
addressing since the 1990s. They were members of the Tomlinson Committee
or its sub-groups (2003-4), directed the only independent research into
the Curriculum 2000 Advanced level reforms funded by the Nuffield
Foundation (1999-2002) and were two of the co-directors of the influential
Nuffield Review (2003-9), the largest independent investigation into 14-19
education and training in England and Wales for 50 years — see reference R1.
They also directed and made important contributions to a four-year
(2004-7) Teaching and Learning Research Programme (TLRP) project funded by
the ESRC which evaluated the impact of policy levers on learning and
inclusion and identified the main features of more equitable local
learning systems (R2). This was followed by New directions in
learning and skills in England, Scotland and Wales — another
ESRC-funded project that took these ideas into the broader UK context.
Key findings: Hodgson and Spours's research has led them to
conclude that England's 14-19 system is largely responsible for many young
people underperforming. They have identified four fundamental weaknesses:
- The persisting dominance of GCSEs and A-levels, which exclude and
alienate many teenagers and overshadow vocational qualifications (R3).
- The proliferation of competitive education providers — including
academies and free schools — that prevent collaboration over provision
to meet the needs of all learners.
- The dominance of higher education and the marginalisation of employers
and vocational education.
- The detrimental impact on teachers and learners of decades of top-down
They have consequently called for an English Baccalaureate system that
would incorporate all 14-19 qualifications and encompass both academic and
vocational learning. They see this as a way of including all learners and
fostering "a rounded and educated 19-year-old" (R1). In their view,
greater collaboration between local networks of schools, colleges and
work-based learning-providers is also essential if the needs of all 14-19s
are to be met — especially as the participation age is to be raised to 18
(R4 & R5).
Research methods: Hodgson and Spours have conducted many 14-19
studies, literature reviews and evaluations over the past 20 years. They
have interviewed thousands of teachers and students in many parts of the
country. They have also interviewed university admissions officers,
teacher union members, careers advisers, employers and policy-makers. For
their TLRP project they tracked courses in 24 learning sites in London and
North East England — eight in FE, eight adult courses in the community and
eight workplace learning sites. They talked to learners, tutors and
managers. Alongside this fieldwork, they and colleagues analysed policy
documents and conducted 131 interviews with policy-makers and other key
players. Hodgson and Spours also have long associations with several
education providers, such as the Kingswood Partnership schools in Bristol,
and for three years they tracked the education and employment `journeys'
of two Kingswood cohorts who entered Years 9 and 11 in 2008. They are
currently working as academic partners to London Councils, a cross-party
body including all 32 of the capital's boroughs and the City of London.
References to the research
R1: Pring, R., Hayward, G., Hodgson, A., Johnson, J., Keep, E., Oancea,
A., Rees, G., Spours, K. & Wilde, S. (2009) Education for All: the
future of education and training for 14-19 year olds. Abingdon:
R2: Coffield, F., Edward, S. Finlay, I., Hodgson, A., Spours, K. &
Steer, R. (2008) Improving Learning and Inclusion: the impact of
policy and policy-making on post-compulsory education. Abingdon:
R3: Hodgson, A. & Spours, K. (2010) Vocational qualifications and
progression to higher education: the case of the 14-19 Diplomas in the
English system, Journal of Education and Work 23(2), 95-110.
R4: Hodgson, A. & Spours. K. (2013) Tackling the crisis facing young
people: building `high opportunity progression eco-systems', Oxford
Review of Education 39(2), 211-228.
R5: Hodgson, A. & Spours, K. (2012) Three versions of localism:
implications for upper secondary education and lifelong learning in the
UK, Journal of Education Policy 27(2), 193-210.
IF1: Developing a National Qualifications Framework for Qatar (2012-13),
IOE/Pearson, funded by Qatar Supreme Education Council (£109,000 for IOE).
IF3: The impact of policy on learning, teaching and assessment in the
learning and skills sector (2004-2007), funded by the ESRC, awarded to IOE
IF4: Kingswood Area Progression Project (2008-2012), funded by Learning
and Skills Council, South Gloucestershire Local Authority, the Kingswood
Partnership and Connexions West of England, awarded to IOE (£75,000).
Indicators of quality:
IQ1: Tom Schuller, Director of the UK Inquiry into the Future for
Lifelong Learning, described the 2011 book that Hodgson and Spours
co-edited with Martyn Waring, Post-compulsory education and lifelong
learning across the United Kingdom: policy, organisation and governance,
as "another authoritative analysis of post-compulsory education and
training, from an expert research team with an excellent reputation".
IQ2: Their TLRP project (2004-7) was rated `outstanding' by the ESRC.
IQ3: R1 (above) was 2nd prize-winner in Society for Educational Studies'
IQ4: R3 was the most downloaded article in the Journal of Education
and Work in 2011.
Details of the impact
Principal beneficiaries: Education professionals and policy-makers
at various levels have benefited from the ideas and practical strategies
outlined in the work of Hodgson and Spours. Many of these have then
impacted on young people in 14-19 education and training in England and
Wales through better progression routes, guidance systems and improved
programmes of study.
Dates of benefit: From before 2008 to the present day.
Reach and significance: The researchers have played an important
role in shaping political and professional thinking on 14-19 education and
training — not only in England and Wales but as far afield as Qatar. They
have influenced Labour party and union policies, and provision in local
authorities, colleges and schools. They have also helped to design
national baccalaureate courses and qualifications frameworks. They have
therefore made a range of `instrumental' impacts1 (influence on
policy/practice). They have also achieved significant `conceptual'
impacts (informing debate).
Conceptual impact: Public engagement: Hodgson and
Spours have made a major contribution to 14-19 debates since the 1990s by
writing about their research for many specialist and mainstream magazines
and newspapers, and giving interviews to high-profile radio and television
programmes. They have argued consistently and effectively for a unified
and inclusive 14-19 education and training system that meets the needs of
every learner. Spours has written five articles for the Guardian
alone since 2000 (three co-written with Hodgson). His most recent piece
(see impact source S1), co-written with Neal Lawson of the Compass
think tank, attracted more than 100 responses — including one from the
High Master of Manchester Grammar School. Spours also edited Compass's
2011 e-book, Education for the Good Society, and spoke at its
Westminster launch. More than 150 people attended this event, including
Stephen Twigg, the then Shadow Education Secretary.
Conference and seminars: Hodgson and Spours have given
around 100 presentations to audiences beyond the research community — in
the UK and abroad — since 2008. The IOE Centre for post-14 Research and
Innovation, which they jointly direct, organises events for practitioners
and policy-makers, as well as researchers. Elizabeth Truss MP has twice
attended one of the Centre's seminars, once shortly before becoming
schools minister in 2012 and then again in March 2013. The Centre also
supports the London Regional Post-14 Network, which reaches policy-makers
and practitioners through its conferences and seminars. The Centre's open
lecture series has been offered annually to the public for 20 years.
Instrumental impact: Labour policy: Hodgson and
Spours strongly influenced the Tomlinson proposals for a 14-19 diploma
system (S2) — and although the Blair government rejected their
recommendations, senior Labour politicians remain open to their arguments.
Kevin Brennan, shadow minister for schools, invited them to brief him on
their proposals for a unified curriculum on May 22, 2012 (S3) and
some of their ideas were incorporated in the draft curriculum policy that
Labour issued the following month. It states: "We therefore propose to
explore a modernised version of the approach pioneered by the Tomlinson
Report". Spours has since been invited to contribute to the David Blunkett
review of school collaboration arrangements. He is also the organiser of
an inquiry into a new model of education, sponsored by Compass and funded
by the National Union of Teachers, which was launched in July 2013.
Select Committee: When Hodgson appeared before the
Education Select Committee in 2008 she argued for an extension of the
aims-based curriculum to older teenagers — particularly as the
participation age is to rise to 18. The Committee endorsed this suggestion
in their subsequent report (S4): "We strongly recommend that an
overarching statement of aims for the National Curriculum — encompassing
the Early Years Foundation Stage, National Curriculum and 14-19 learners — be introduced, properly embedded in the content of the National
Curriculum, in order to provide it with a stronger sense of purpose,
continuity and coherence". They also made it clear that Hodgson's
testimony had helped to clarify their thinking on this issue.
Wales: Huw Evans, Chair of the 2012 Review of
Qualifications for 14 to 19s in Wales, has said that Hodgson and Spours
had a significant influence on his board's thinking (S5). A key
question that Evans kept in mind during the Review was one that the
researchers posed in their IOE professorial lecture in 2012: "Should
education reflect and promote the more equal and democratic society that
we want to build rather than reinforce its current inequalities and
divisions?" He also said that their work had confirmed "our commitment to
developing an inclusive 14-19 framework for Wales. This is to be achieved
within a Baccalaureate model providing a unified pathway post-16". The
Welsh Government broadly accepted all of the Evans Review's
Local authorities and pan-authority bodies: Hodgson and
Spours are also advising LAs on 14+ Progression and Transition Boards
(PTBs) — a new type of collaborative body that they conceived and
designed. It brings together schools, colleges and work-based learning
providers, employers, voluntary and community organisations, regeneration
agencies, higher education institutions and local authorities. They are
currently academic partners for the London Councils' Young People's
Education and Skills Board and their ideas on 14+ PTBs are spreading
across the capital. Two 14+ PTBs have been set up in North East
Lincolnshire and Luton and other local authorities are showing interest.
Qualifications and awards: Their Tomlinson work has
influenced examination boards' thinking. The baccalaureate offered by AQA,
the largest of England's exam boards, is a case in point. As a Guardian
article on the AQA Bac commented: "Three years after Tony Blair kicked the
Tomlinson diploma into the long grass, it is back in a new guise" (S6).
The AQA Bac is now offered by more than 200 centres. From 2009-2011, the
researchers also helped the Sixth Form Colleges Association (SFCA) to
develop a baccalaureate — the SFBac Award — which recognises all-round
learning and achievement at levels 1, 2 and 3. This involved working with
pilot institutions and producing research reports for SFCA to inform the
design and implementation of the award (S7).
Students: Young people in the 11 sixth-form colleges that
developed the SFBac now experience a broader post-16 curriculum and the
wider activities they undertake are being recognised. Tens of thousands of
students also benefit from the new 14+ PTBs that support their progress
from school to work and HE. Bristol students have also gained from their
institutions' collaboration with the IOE, and the Kingswood Partnership is
now seen as an example of best practice in 14-19 education and training (S8).
Teacher unions: Hodgson and Spours are working with the NUT
and the University and College Union on a long-term project examining
teacher and lecturer perceptions of 14-19 reforms. The project's first
report was launched at a 2011 seminar involving both unions at which
Hodgson and Spours gave the keynote address. The questionnaires they
designed with UCU and the NUT in 2011-12 on teachers' and lecturers' views
of 14-19 policy have underpinned campaigns in both organisations.
Overseas influence: Their research on unified systems has
now been carried into international work and they recently developed an
inclusive National Qualifications Framework for Qatar.
Sources to corroborate the impact
S1: `Education's essential building block', October 17, 2011, Guardian
S2: Sir Mike Tomlinson, Chair of the Working Group for 14-19 Reform
S3: Kevin Brennan, Shadow Minister for Further Education
S4: House of Commons Children, Schools and Families Committee, National
Curriculum, Fourth Report of Session 2008-09 Volume I Report (See pages
S5: Huw Evans, Chair of the 2012 Review of Qualifications for 14 to 19s
S6: `Grow your own diploma', April 1, 2008, Guardian.
S7: Executive Chair, Sixth Form Colleges Association
S8: Head, Sir Bernard Lovell School and Chair of Kingswood Partnership
Using Evidence: How Research can Inform Public Services (Nutley, S., Walter, I., Davis, H. 2007)
All web links accessed 5/11/13