“We particularly welcome the recommendation that all students should get an education that offers clear potential for progression either in education or into skilled employment. We believe that the report will determine the future of vocational education, including that of IT, where we see IT skills as the bridge between vocational and academic education.
“We will be looking very carefully at the recommendations in order to better understand how the need for IT skills will be integrated into today’s education system. Simplifying the regulatory process and allowing schools to choose from quality provision can only be seen as a benefit.
“Computer science and IT education in schools requires good teachers and resources and we welcome any move that will support teachers to deliver these subjects. Equally, we support the recommendation that teachers should decide what qualification is best for their students, within the right framework.”
Rod Bristow, President, Pearson UK said: “It is essential that our education system is flexible enough to enable students to learn in ways that are appropriate to them as individuals and allow them to flourish and reach their full potential.
“Alison Wolf’s review importantly recognises that high quality vocational qualifications can offer a valued and legitimate path to both higher education and employment. For example there is clear evidence that BTECs help young people to earn more, and progress to further study or a job. Achieving a BTEC National can boost an individual’s lifetime earnings by up to £92,000, while a BTEC First can increase lifetime earnings by up to £42,000.
“The review also identifies a variation in quality and suggests that only rigorous vocational qualifications which add real value to young people’s education should be recognised in school league tables going forward. This is a goal we fully support and look forward to working with the Government to deliver.”
The Chief Executive of leading qualification provider, NCFE, has called upon the government to ensure that its new approach to vocational education in schools is suited to the needs of young people, recognising that valuable vocational qualifications can be a positive addition to core academic study.
Also responding to the findings of Dr Alison Wolf’s review of vocational education, David Grailey said that the government has a once-in-a-generation opportunity to transform and simplify the way vocational qualifications are delivered, particularly in secondary schools, while also enhancing the supply of skills to employers.
“With the largely positive outcome of the Wolf Review, the government is certainly making all the right noises and there is a clear commitment to vocational learning,” said Mr Grailey. “On the other hand, the inclusion of the English Baccalaureate in school league tables, with its strict focus on core academic subjects, is subject to much discussion within educational establishments focused on learner needs.
“Good vocational learning can work with and complement academic study, provided that young people are given clear choices and a wide range of training options, combined with the right support in making their decisions. By recognising that every person is different, we can ensure that they each achieve their potential in education and the workplace.”
Although broadly in favour of the government’s approach to vocational learning, in particular making new opportunities available to young people from the age of 14, Mr Grailey is also keen to emphasise that existing training courses and apprenticeships already provide an excellent alternative to academia for many young people, with a typical apprentice earning £100,000 more than a national average wage earner over the course of their career, and not incurring student debt.
However, with proposals that apprentices must achieve GCSE English and Mathematics to develop their employment outcomes, NCFE is predicting that learners, who are discouraged by non-achievement of GCSEs, could be left with limited alternatives.
Mr Grailey added: “With all the talk of new approaches and educational institutions, we need to remember that apprenticeships and vocational qualifications have an established track record of excellence, which is something we can build upon. NCFE is proud to offer alternative solutions for learners, based on the understanding that not one route to learning fits all.
“By looking at what we do well in this country and examining the integration of vocational learning in other countries, such as Germany, I believe that most of the recommendations in Dr Wolf’s report can provide a positive roadmap for the future development of vocational training in the UK, ensuring that it becomes an even more popular and accepted alternative to purely academic learning.”
Philip White, Managing Director of Syscap an independent provider of IT finance and leasing said: “We have been working tirelessly to promote computing skills in an era where data is aplenty, but is no good unless you can turn it into information. The creation of efficient systems and business relies on technology and computing skills. It’s critical to strive to achieve equality of access.”
Learn Anywhere is an inclusive laptop scheme that offers young people the opportunity to enjoy the advantages of technology – and gives schools and colleges the chance to gain such technology quickly, easily and cost-effectively. Rather than making a large capital investment, the cost is spread over the working life of the technology with a flexible 2- or 3-year lease.
