English Baccalaureate: Creative and Technical Subjects — House of Lords, 2017-09-14
Topic: Education
James Philip Knight (Labour, Centre-left): My Lords, I congratulate the noble Viscount on his maths. I also congratulate the noble Baroness on securing this important debate and on the excellent way in which she has introduced it. I remind your Lordships of my interests in respect of my employment as the chief education adviser at TES This debate goes right to the heart of what we think the vision for schooling in this country and the curriculum should be. I have ringing in my ears the voices of a discussion that I hosted this morning. Andreas Schleicher, the head of education at the OECD, led that stimulation for us. He talked about the exponential change going on across sectors throughout the world, particularly in the world of work, largely driven by technology. There is massive change everywhere except in education, where not a lot changes generation by generation. He said he thought that there was a risk of schooling becoming obsolescent in our digital age This debate goes to the heart of whether we think that schooling is about churning out children whom we define as "educated"—as being familiar with a canon of knowledge that they have an ability to recall at will at small desks in large sports halls in June, and whether, in turn, their ability to perform in those exams can work as a sort of academic sift. We have a system designed around sifting, rather than developing, people so that they can then go to university—probably 40% of them and, if we were ambitious in my day, perhaps 50% However, I question whether that is still valid. The person who will be babysitting in our home on Sunday is a very bright 20 year-old with excellent A-levels. She is now in the Civil Service and has worked in the private office of a Cabinet Minister and, post the Brexit referendum, she worked for the Department for International Trade on trade negotiations. She now has another excellent job, while her friends from school are saddling themselves with huge amounts of debt and are looking jealously at her career progression. The assumptions about a sifting system to get us into a university system that is starting to creak need to be challenged At the same time, that system obviously fails around 40% of young people who miss the sift. They do not get the five A* to C equivalents at GCSE. They are pushed through an accountability system that is getting tighter and tighter around test recall, and they are turned off learning in the way that the noble Baroness described. Yet what they really need for their future in the workforce is a love of learning, because they will be cycling through multiple careers The person who has just refitted our bathroom is an excellent plasterer, electrician and plumber, and his tiling is superb. He is a Bulgarian who fully qualified as a veterinary surgeon. He is not going to continue with his building skills because his wife, who is a lawyer in Moscow, is not allowed a visa to come to live in this country, so he is moving to Moscow to set up two internet businesses with a Chinese partner. That will be his third career, and he is not unusual in this world. We do not have an education system that prepares people to reinvent themselves in the way that we need them to do Instead, that 40% who are turned off by the system are channelled into work-related learning. Why is not everybody channelled into work-related learning? We have heard how important the creative sector, the manufacturing sector and the technical sectors are to around a third of our economy, yet the higher-performing people have no learning relevant to work; it is all about relevance to going to university The noble Baroness talked about design and technology and the fact that in the last seven years there has been a 43% drop in GCSE entries in those subjects. The device on which I have the notes for my speech was designed, along with all the other Apple products, by a British hero, Sir Jony Ive. His dad was a design and technology Ofsted inspector. A Christmas treat for Jony was to work in the labs in his dad’s school during the holidays, and Jony did a degree at what was Newcastle Polytechnic. He has changed the world through design and technology. This country has a rich tradition in design and technology, yet we do not have room for it in the curriculum in many of our schools. We need young people to be confident in the human skills of empathy and of getting wisdom from reflection through the creative subjects in particular, and they need to have the resilience to deal with the changes that are coming thick and fast in our society Today, Andreas Schleicher talked about a curriculum that is a mile wide and an inch deep. I worry about just extending the EBacc into some more subjects, because I worry about the level of prescription to which we already require our teachers to adhere. Then, at 16, we go all of a sudden from width into great depth, which, compared with what happens internationally, is very unusual We will also be creating a binary choice for children when the T-levels come in in 2020. They will have to decide at the age of 16 whether they are going to be academic or technical. Incidentally, I do not know how the T-levels will work against apprenticeships, with employers being asked to take on work experience people for T-levels or for more directly vocational qualifications. I would love the Minister to tell us how that middle route will be any better than or different from the diplomas which I was responsible for steering through and which ended up not really taking off because of a change of Government. I do not know whether, having got their kids into a great school at 11, parents will be aspirational to allow them to leave at the age of 16 to go to college to pursue a middle-level qualification that is not quite vocational and not quite academic Instead, I would love to see us collapse a lot of the curriculum, free up the 14 to 19 phase, get rid of GCSEs at 16 altogether and have a free run at it, embracing UTCs and studio schools. I would love us to have some public examinations at 14 to test the recall of a broad and balanced curriculum, but then to free up and trust teachers to build their professionalism and collaborate, as we see them doing in Shanghai and Singapore. Teachers there are trying to learn from what we used to do with creativity. Then, we can not only give employers, with their increasing frustrations, what they want from a schooling system but we can give our young people the best possible chance to live fulfilling lives and make a meaningful contribution to our society.