The Wolf Review has recommended limiting vocational learning for under-16s to no more than 20 per cent of a pupil’s timetable. Is it the best way forward and does it send the right message about education and skills in the 21st century? And where does it leave personalised learning? School and college leaders share their thoughts.

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Broader repertoire

Vocational study, as part of a broad curriculum strong on core subject learning, allows students to develop a broader repertoire of skills and behaviours. For some it provides the opportunity to experience success differently; for others the chance to apply learning in an adult setting; for a few vocational study provides engagement in an environment they might otherwise opt out of.

Right for all, in a balanced curriculum? Possibly. Right for many? Definitely.

Dawn Parkinson
Deputy Headteacher, Beaumont Leys School, Leicester

Image problem

While I welcome many of the findings in the review we still have a long way to go to tackle the damaging perception that sadly stems from central government, pervades the media and is too easily accepted by Joe Public, that vocational learning and qualifications are second best. I do not subscribe to that view and have witnessed the amazing motivation, personal growth and learning outcomes of young people who have followed vocational courses.

Should vocational learning be restricted to 20 per cent of a student’s timetable? For some, yes; for others that is too much, and for many far too little.

Steve Gater
Head, Walker Technology College, Newcastle-upon-Tyne

Segregation path?

Wolf’s recommendations will encourage further disparity between academic and vocational learning. There needs to be more flexibility and scope beyond an 80/20 split on their timetable for students to move between these two routes in schools. The golden curriculum rule – “keep it broad and balanced at 14” – is paramount.

I also worry that vocational subjects will become more under-resourced as schools chase league table rankings by guiding inappropriate students into qualifications that Michael Gove feels have academic cachet. The best way forward is to make it statutory for all 14-year-olds to study one rigorous vocational qualification.

David Nicholson
Deputy Head, Abbeyfield School, Wiltshire

Retrograde step

I have just evaluated outcomes for a small number of Key Stage 4 pupils on vocational courses for over 20 per cent of curriculum time and seen improved attendance, achievement of course outcomes and, more importantly, progression into further education (removal of the Education Maintenance Allowance permitting). I am convinced that limiting opportunities for a personalised vocational curriculum would be a retrograde step.

A vocational skills centre and courses at other post-16 providers offer entry into the key skills shortage areas in this area of the South West in construction, agriculture, tourism and care – vital for local youngsters facing a lack of employment opportunities and affordable housing.

David Fitzsimmons
Principal, Holsworthy Community College, Devon

Back to the 1950s?

I find it difficult to believe that, in the second decade of the 21st century, we still see vocational education as a second-class option for our young people and distinct from those subjects we, somewhat arbitrarily, regard as academic. And yet, we place great value on the legal and medical professions which require both.

All students need a mix of academic and vocational skills and knowledge which should not be separated in our regard or in qualification outcomes. If the Wolf Review leads us back to the 1950s, to a world where only academic achievement is valued or recognised, our education service, and our economy, will be damaged.

If vocational courses are to have currency in higher education and employment, there must be an equivalence in qualification outcomes. While there may be a need to recalibrate equivalences, they must remain. And any recalibration should wait until the current year 9 students have completed their GCSEs in 2013. Otherwise, the currency of their courses will be devalued and we will have done them a grave disservice.

David Grigg
Head, Lord Lawson of Beamish School, Co Durham

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