Implication for change to the 14-19 Curriculum
Summary
The government have announced a new policy for 14-19 education in England,
which stipulates that at age 14, 40% of students will end their general
education and follow a vocational course. The courses are as follows:
ICT; Retail;
Public services; Finance;
Manufacturing; Engineering;
Hair and beauty; Health and social care;
Sport and leisure; Hospitality and catering;
Travel and tourism; Business administration;
Creative and media; Construction and the built environment;
Land based and Environment;

Implication for change to the 14-19 Curriculum
In terms of analysis, there are 5 issues:
The governments new policy.

Implementing the new policy.

The vocational agenda and how it relates to employers.

Implications for the student.

The alternative.


Implication for change to the 14-19 Curriculum
The governments new policy
The changing circumstances of the working environment within the current UK
society requires a workforce who will contribute a skill set to organisations
allowing them to be economically competitive.
Our levels of education competence are well behind those of most similar
countries.
This is no longer a country specific problem, rather a expansion for the greater
good which has been instigated by the European Union.

Implication for change to the 14-19 Curriculum
Implementing the new policy
The reward for such a project is money for new school buildings. Building
Schools for the Future (BSF) is a huge government project to rebuilding or
renovating all of the UK’s secondary schools over the next 10-15 years.
The BSF money goes to local authorities, but in order to obtain the money they
have to submit detailed plans for government approval, not just for school
buildings, but for the transformation of secondary education system which has
to conformity with the government’s 14-19 agenda.
The 14 Specialised Diplomas programmes will not be available by all schools.
Some schools will only offer one or two. The government’s model is of local
clusters of providers, comprising schools, a Further Education college or two,
and perhaps private providers. The student could spend part of the week in
her school, part in another school or an FE college, and perhaps part on a work
placement in a company.

Implication for change to the 14-19 Curriculum
The vocational agenda and how it relates to employers
The Confederation of British Industry conducted a recent survey by which one
third of employers give their staff remedial lessons in basic English and maths,
because it was of a lower level than other countries.
Employers are also in demand for staff with:
Personal and social skills and attributes;
Adaptability;
Flexibility;
Self management;
Communication skills;
Problem-solving skills;
Team Driven Employees;

Implication for change to the 14-19 Curriculum
Implications for the student
The core studies for the human journey such as social sciences, humanities,
and arts are not compulsory. They are classified as optional, and because they
take up too much time, many students will not take them.
Most students on the Level 1 vocational route will have to carry out a
curriculum based on functional skills , which will lead to a average type of
employment....

Implication for change to the 14-19 Curriculum
The alternative
A common broad, balanced and critical education for all till 16,
A curriculum which combines the practical and experiential with the ‘academic’
and theoretical
As one countries curriculum, common to all students, with better support for
those not willing to adhere to the current curriculum, hence opening up future
employment horizons.