The 14-19 Agenda will involve a complete change in how we think about education, with schools becoming specialists in certain subjects and attracting students across a much wider local area. Instead of relying on one base for all their studies, young people will now be able to move around to get the education they want. The Government estimates 72% of secondary schools and 88% of colleges will offer Diplomas by September 2009.
The government has set out that by 2013, no child should be denied access to a course of learning simply because their school does not cater for it. To achieve this, there need to be partnerships between schools, colleges and workplaces to ensure pupils can access all the options available to them.
As with any revolution, the new curriculum is not without its detractors. Tim Oates, of Cambridge Assessment, a leading exam board, said Diplomas, the government's new qualification for 14 to 19-year-olds, are among the reforms being hurried in without adequate preparation. Oates, a former head of research at the examinations watchdog the Qualifications and Curriculum Authority, said in September 2008: "If ministers introduce something new, they have to be sure that it will be better than what it replaces. We don't yet know whether the changes being brought in this September will be better. We needed longer trials to test them."
However, there are many schools and colleges in the UK that have been working in this way already for a number of years. One such institution is Loughborough College. "Our Engineering Department moved into a new Technology Centre last year which was opened by World Land Speed Record Breaker Richard Noble OBE which led to other inspiring engineers visiting our College. We've had John Ackroyd here twice, who was the designer of Richard Noble's previous World Record Breaking Car Thrust 2 and the designer of the capsules for Richard Branson's World Record Hot Air Balloon attempts," says Keith Large Curriculum Support Technician at the engineering department.
This inspiring environment has also encouraged companies such as Draper Tools and JCB to visit the college and talk to the students. "Links with industry have helped us to better serve our students," says Carolyn Brian (MIFL), Engineering and Motor Vehicle Lecturer. "The old curriculum was not keeping up to date with changing technology and the jobs market. Now we are seeing a situation where chalk and talk has gone, there are lots more discussion and student problem solving. The great advantage for students is that they learn by doing and making their own mistakes and rectifying with support."
Chris Leech MBE Community Partnership Solutions wholeheartedly agrees, "As Director of a company that develops Corporate Social Responsibility strategies for a wide spectrum of large organisations and businesses across Europe, I have found that the needs and disciplines of the businesses are not always reflected in the young people they interview. This is not as perceived by many, down to the standard of educational qualifications, but rather the understanding and communicational qualities the young person has to offer their potential employee.
"I, along with many of my clients believe that it is in both education and businesses interests to ensure we can support young people through the delivery of "Life Skills" to young people whilst in education. By developing close links with industry, trade bodies and professional institutions, including regular visits by acknowledged leaders in their fields, ensure that the curricula match "real world" needs and expectations, whilst also meeting strict academic and professional assessment criteria," he says.
The ethos of the Diploma is to combine theoretical study with practical experience. Diplomas will cover 17 disciplines, including Engineering, IT, Science and Humanities. All Diplomas will require a student to achieve a minimum standard in English, Maths and ICT, complete a project and do a minimum of 10 days' work experience.
More importantly, Diploma students will also acquire the skills and knowledge which are essential for success in employment and higher education, both related to the discipline and those which are common, like teamwork, self-management and critical thinking skills. The combination of all these elements should be dynamic and inspiring to encourage uptake, whilst providing and delivering the student with an excellent foundation for future work life success.
The new curriculum also has its advantages for teaching staff. "I think it has helped staff realise the importance of professional development," says Carolyn Brian. The government is also realizing the importance of recruiting teaching staff from the industries it is including in the curriculum. Transition to Teaching is a government initiative to encourage professionals from industry to bring their skills to the classroom. It offers one-to-one tailored advice and guidance, access to school visits to give candidates a feel for teaching and access to other people in a similar position in order to encourage peer group interaction.
After taking a career break from her role as a software engineer, Julia van Arkel decided to enter the teaching profession. She found her previous experience invaluable in her new job. "The knowledge I gained from my first career really comes in useful as I can show students how ICT relates to the real world," she says.
For some schools, however, the prospect of changing over to Diplomas and building new relationships with industry is bound to be daunting. "In order to achieve what is required from these new qualifications, schools will have to not only engage employers, but to engage in meaningful two way discourse in which the relationship becomes symbiotic," says Chris Leech. "This is not only essential for the benefits of the pupils in their learning, but it is also critical to the continuing Professional Development of all staff, whether they be directly involved in Diplomas or not."
Keith Large believes that many industry leaders are only too happy to offer their expertise, however he has this advice for schools. "The top British Engineers like Richard Noble and John Ackroyd have a genuine desire to inspire tomorrow's skilled workforce and believe in being approachable. Like many of Britain's best engineers they want to pass on their skills to the next generation. Naturally by being successful these are very busy people so my advice when making contact is to be very flexible in accommodating them and be patient in waiting for a reply," he says.
Here is an example of how Chris Leech has developed business and organisational links to reflect the curriculum changes through his company Community Partnership Solutions.
Client: The British Transport Police Creative and Media Diploma
British Transport Police (BTP) has established a unique partnership with the next generation of media professionals in Manchester. Officers from Manchester's Neighbourhood Policing Team (NPT) will assist young people studying for the Diploma in Creative and Media Studies at Eccles College who, in return, will help produce promotional material for BTP as part of their course.
The students on the Diploma course have already been set their first assignment by BTP - to develop a rail safety awareness campaign aimed at their peers. Chief Superintendent Peter Holden, BTP Area Commander for the North West, said: "I am delighted that we are able to support this diploma, which will not only highlight some of the issues surrounding rail crime, but will also strengthen our links with the local community.
"This is exactly what our Neighbourhood Policing Teams are all about and I am sure the relationships forged between BTP and Eccles College will prove beneficial to both organisations, adding to the successful partnership that already exists between BTP and nearby Salford University."
As part of the diploma, students will master the skills and processes valued by the creative and media industries. Advised by BTP officers, they will learn how to think, question, explore, create and communicate the serious issue of railway crime and the potentially fatal consequences of trespassing on or near tracks.
Much of the activity will be assignment or project-based, allowing the students to bring together different disciplines and develop their practical skills and experience.
It is hoped that the awareness campaign will be completed prior to the summer holidays, when crimes such as trespass and stone-throwing rise.
Helen Walker, of Salford City Council, said: "As Diploma Coordinator for Salford I am really pleased that our first cohort of Level 3 Creative and Media Studies Diploma learners from Salford City College have been given the opportunity to participate in such an engaging and innovative project."
"Through collaboration and partnership with employers such as British Transport Police the students will be able to see the relevance of the curriculum through the use of a more practical, hands on, approach to learning.
"They will be given the opportunity to develop skills which will benefit them in their future careers and will also have the chance to make a real difference to the lives of other young people."
