This article is from the source 'guardian' and was first published or seen on . It last changed over 40 days ago and won't be checked again for changes.
You can find the current article at its original source at https://www.theguardian.com/education/2018/jun/19/t-levels-reinforce-class-hierarchy
The article has changed 3 times. There is an RSS feed of changes available.
| Version 0 | Version 1 |
|---|---|
| T-levels reinforce class hierarchy | T-levels reinforce class hierarchy |
| (5 months later) | |
| Chiding Fiona Millar for her pessimism about the new T-levels, Anne Milton MP, minister of state for skills and apprenticeships, assures us that “these exciting new qualifications ... are here to stay” (Letters, 16 June). She bases her optimism upon two factors: the care taken with the design of T-levels and the fact that they will be part of a “holistic” approach to technical education which will include the establishment of institutes of technology “that will offer ... technical training to degree standard”. | Chiding Fiona Millar for her pessimism about the new T-levels, Anne Milton MP, minister of state for skills and apprenticeships, assures us that “these exciting new qualifications ... are here to stay” (Letters, 16 June). She bases her optimism upon two factors: the care taken with the design of T-levels and the fact that they will be part of a “holistic” approach to technical education which will include the establishment of institutes of technology “that will offer ... technical training to degree standard”. |
| Leaving aside that some of this looks remarkably like a case of “back to the future”, the minister completely ignores the underlying reason for the failure of every single government attempt since 1945 to provide high-quality technical and vocational education: namely, the historical role of academic qualifications in reinforcing social class hierarchy. This became quite explicit in 2004, when the government rejected wholesale the excellent Tomlinson report, because its recommendations would have given equal status in the sixth form to both academic and vocational studies by incorporating both into the same school-leaver’s diploma. As Fiona Millar points out, vocational education in the UK has always been seen as essentially for “other people’s children”. T-levels, however well designed, won’t change this.Michael PykeLichfield, Staffordshire | Leaving aside that some of this looks remarkably like a case of “back to the future”, the minister completely ignores the underlying reason for the failure of every single government attempt since 1945 to provide high-quality technical and vocational education: namely, the historical role of academic qualifications in reinforcing social class hierarchy. This became quite explicit in 2004, when the government rejected wholesale the excellent Tomlinson report, because its recommendations would have given equal status in the sixth form to both academic and vocational studies by incorporating both into the same school-leaver’s diploma. As Fiona Millar points out, vocational education in the UK has always been seen as essentially for “other people’s children”. T-levels, however well designed, won’t change this.Michael PykeLichfield, Staffordshire |
| • Nigel Todd (Letters, 11 June) rightly draws attention to next year’s centenary of the 1919 adult education report by the Ministry of Reconstruction. Next year also marks the 75th anniversary of the Butler Act, which set a legal framework for adult education in the period after the second world war. It might be argued that this legislation has had a greater impact on living generations than the earlier report. | • Nigel Todd (Letters, 11 June) rightly draws attention to next year’s centenary of the 1919 adult education report by the Ministry of Reconstruction. Next year also marks the 75th anniversary of the Butler Act, which set a legal framework for adult education in the period after the second world war. It might be argued that this legislation has had a greater impact on living generations than the earlier report. |
| This association was established directly after publication of the 1919 report. It brought together a number of organisations that had worked to take learning opportunities directly into the heart of some of the most deprived industrial areas in the country. We have evidence of lobbying, which took place from early in 1944, that persuaded Butler and convinced parliament to place a duty on local authorities in England and Wales to “secure adequate provision for the education of adults”. | This association was established directly after publication of the 1919 report. It brought together a number of organisations that had worked to take learning opportunities directly into the heart of some of the most deprived industrial areas in the country. We have evidence of lobbying, which took place from early in 1944, that persuaded Butler and convinced parliament to place a duty on local authorities in England and Wales to “secure adequate provision for the education of adults”. |
| Over the years, our members have maintained that ethos of reaching out to communities and addressing disadvantage. We have also collaborated with a wide range of other bodies supporting adult education, most notable the National Institute of Adult Continuing Education (NIACE) | Over the years, our members have maintained that ethos of reaching out to communities and addressing disadvantage. We have also collaborated with a wide range of other bodies supporting adult education, most notable the National Institute of Adult Continuing Education (NIACE) |
| Having led this association for the past 20 years, I applaud the initiative of the Cooperative College and the WEA in starting a new campaign to secure political and financial support to meet the educational needs arising from our complex modern society and the present educational and social disadvantages to which the Guardian consistently draws attention.Bernard GoddingChairman, Educational Centres Association | Having led this association for the past 20 years, I applaud the initiative of the Cooperative College and the WEA in starting a new campaign to secure political and financial support to meet the educational needs arising from our complex modern society and the present educational and social disadvantages to which the Guardian consistently draws attention.Bernard GoddingChairman, Educational Centres Association |
| • Join the debate – email guardian.letters@theguardian.com | • Join the debate – email guardian.letters@theguardian.com |
| • Read more Guardian letters – click here to visit gu.com/letters | • Read more Guardian letters – click here to visit gu.com/letters |
| Vocational education | Vocational education |
| Adult literacy | Adult literacy |
| Further education | Further education |
| Higher education | Higher education |
| Social mobility | Social mobility |
| Politics past | Politics past |
| Conservatives | |
| letters | letters |
| Share on Facebook | Share on Facebook |
| Share on Twitter | Share on Twitter |
| Share via Email | Share via Email |
| Share on LinkedIn | Share on LinkedIn |
| Share on Pinterest | Share on Pinterest |
| Share on Google+ | Share on Google+ |
| Share on WhatsApp | Share on WhatsApp |
| Share on Messenger | Share on Messenger |
| Reuse this content | Reuse this content |