Curriculum Frameworks. Evaluate whether or not it is true that the current educational system is unable to meet the needs of children and young people growing up in the 21st century.

Evaluate whether or not it is true that the current educational system is unable to meet the needs of children and young people growing up in the 21st century.

Some academics argue that there is a tension, a divide between supporting vocational and academic education. There are a number of constant debates over the National Curriculum and the academic versus vocational divide is but one of them supported by Pring and Fox (2010). McCormick and Burn (2011); indicate that there are longstanding tensions in this area that are far from being resolved and divisions perhaps reflected in subjecting vocational education to a separate, parallel review. The academic versus vocational divide is a current debate in the 21st Century and is both an educational and political debate. This is supported by Kelly (2009) who states that in any system and scheme in education there is a political context and a substantial number of educational theorists have been both social and political philosophers. Henshaw (2012) who offers the notion that while the vocational versus academic divide is about more than just apprenticeships versus university; still MPs found that, in 2012, after years of debate about the vocational versus academic divide, there is still an underlying assumption that vocational training is only for those unable to take an academic route. OECD (2011) shows that the United Kingdom is still falling below countries with a higher skill centred curriculum such as Germany. Hancock’s speech (2013) echoes the correlation in the OECD rankings and suggests that the previous vocational education curriculum has not worked and is not fit for purpose.

Gove’s speech to Twyford Church of England High School (2011) states a proposal for a complete new review of the National Curriculum and states that is in direct need of a reform. Gove (2011) argues for complete reform for a more academic based curriculum as the past curriculum prepared by the previous government is decidedly thin on actual knowledge and denuded of content. Hirsh (2006) supports that a knowledge orientated curriculum is the way forward to accelerate achievement in all students in education. Gove states that the United Kingdom has already fallen too far behind and average is not good enough; a new modern curriculum is in need as the world is rapidly changing and bad choices made by the previous government have not been able to provide room to adapt and innovate. Young (2013) cited in McCormick and Burn (2013) agrees with Gove and goes on to say the purpose of the curriculum, is not only to transmit knowledge; it is to enable the next generation to build on that past knowledge and in turn create new knowledge, because that is how human societies progress and individuals develop. Hirsh (2006) argues that factual knowledge is the basis to education and core subjects such as English and mathematics are all-purpose formal skills that once learned can be applied to all subjects and problems. Hirsh asserts these universal skills are applicable to all circumstances in life which are more fundamental than what some call ‘real world’ experiences. OECD (1996) stresses that knowledge is now the recognised driver of productivity and economic growth; leading to a new focus on the role of information, technology and learning in economic performance. Gathering and utilising knowledge is the key foundation to the success of national economies as a whole. Gove’s speech (2013) in agreement that in all high-performing systems, the fundamentals of subjects are strongly emphasised. In turn a knowledge based curriculum will enhance the economy, and provide young people with the skills to understand and achieve higher qualifications.

Alexander (2012) however, states there are implications to Gove’s National Curriculum review; here as elsewhere there is little evidence that the government is aware of the spectrum of relevant evidence from international comparison outside what the US National Research Council calls Type 1 and Type 2 studies, or of the tendency to over interpret the Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) international student achievement data, or of the hazards of naive, unsustainable attributions of cause and effect in accounting for other countries’ success. Alexander then goes on to point out several points at which the Secretary of State’s letter illustrates this falsification, perhaps most strikingly when it says that we must ‘ensure that our children master the essential core knowledge which other nations pass on to their pupils’. Clearly, in an interdependent and competitive world it is useful to know what other nations define as ‘essential core knowledge’. Garner (2013) suggests further implications of the new academic curriculum, this system which Gove has proposed is very heavily prescribed and which could encourage cramming through tests. This may perhaps reduce the development of thinking as the pupils memorise just enough detail to get over the hurdle of the exams. Letter to The Independent (2013) goes on to say that the 100 academics who signed this letter proposed that the academic curriculum promotes 'rote learning without understanding ' and demands children to know too much too young. They go on to warn this will put too much pressure on teachers to rely on this type of learning and inappropriate demands will lead to failure and demoralisation.

There is a less heated debate for a vocational curriculum; the debate is against the vocational curriculum as it is stands now. Pring and Fox (2012) argue that a more motivation learning experience, different from the more traditional academic curriculum in which so many fail is needed. Hancock’s speech to The Edge Foundation (2013) agrees with Pring and Fox and declares a case for a stark reform; that reform would be better suited to starting at the youngest age. Young (2013) supports this notion as from a younger and younger age; students are encouraged to think of successful learning in terms of their future career or at least in terms of progressing to the next stage of education (primary to secondary or secondary to higher). He further articulates that vocational education has been there to prepare people for work; but with time the landscape of work has essentially changed, vocational education remains a vital part of any modern economy. Hancock says that now no one can deny that a policy of achieving ever higher results in ever easier exams with ever more qualifications has failed. Pring and Fox (2012) in addition states that a more skilled workforce is needed to compete in the ever growing global economy. Wolf (2010) supports this by revealing in her report the issue of failing the less academic students which is shown in her collection of exam results as there is not a range of subjects for them to take. A recommendation made by Wolf (2010) to make vocational pathways more successful was to increase the delivery structure and content of apprenticeships to a higher standard; to ensure this having employers work in partnership to deliver the right skills for the workplace. Vocational Education Reform (2013) supports the vocational pathway, and has taken into account the Wolf Report recommendations and notices that in the past year there have been many excellent examples of, cutting-edge college courses which are well-delivered with enthusiastic students and employers which work closely with the programmes. Whilst academic study is important to compete on a global scale Henshaw (2012) believes that the apprenticeships set in place can rival those found abroad so the United Kingdom can compete on a global level with vocational education not just academic, but the only message being given to schools, students and parents is that the EBacc, A levels and then a degree is the only measure of a quality education. Cobo (2013) agrees that it is important to explore a more appropriate design of educational systems, one that better suits the demands of the changing global economy. The introduction of the TechBacc in the New Vocational Education Reform (2013) will give students the option to stand in line and have equally valued qualifications to the already recognised academic qualifications.

The New Vocational Education Reform (2013) will be introducing study programmes in which students can follow with challenging qualifications leading to an array of further technical or academic study, an apprenticeship, employment or practical, employment-based training. This will enable students to achieve vocational qualifications recognised by employers and by higher education in equal stature; when previously vocational qualifications were considered as inferior. Hayes, J. (2010) cited in Wolf (2011) supported this claim and explained that for those young people whose aptitudes and talents are practical, expectations are too often limited and opportunities restricted. For far too long vocational learning has been seen as the poor relation of academic learning.

In conclusion the academic versus vocational divide appears to still be present and Hancock’s speech (2013) states that a National Curriculum fit for the 21st century needs to have this divide gone and a proposal of synergy between the two needs to come into action; and cannot fall into the intellectual error that just because something is available to all, means that it must be achievable by all. Henshaw (2012) Although, this is not achievable until the Department of Education and their ministers themselves see vocational provisions equal to the EBacc and academic study; also realising that the two can sit together comfortably to achieve past and present National Curriculum Framework aims of making high standards in education available to all. Hancock (2013) supplements this and adds that a high-quality vocational provision helps all to reach their full potential alongside academic provisions. Also on one hand it is agreed that there is a need for academic education to compete on a global level to score higher in PISA and TIMSS; but at the same time on the other hand, the need for skills and practical based knowledge is as equal priority to fit everyone into the learning journey to contribute to the economy in a different way other than league tables. Henshaw (2012) suggests MPs have told the Department for Education to do more to help schools promote apprenticeships but until this divide has gone this problem is severely lacking a solution in the near future.

References

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