Tomlinson Report

October 2004 saw the publication of a report titled '14-19 Curriculum and Qualifications Reform'. The Chairman of the working group responsible for the report was a Mike Tomlinson, hence it being referred to as the 'Tomlinson Report'. (‘14-19 Curriculum and Qualifications Reform. Final Report of the Working Group on 14-19 Reform’,accessed 11th October 2022)

The report set out proposals and 35 recommendations for reforming 14-19 curriculum and qualifications, although these “were not accepted in full, despite strong professional support for them”. (Select Committee on Education and Skills Fifth Report)

Two main points were the promotion of new framework for learning with new 14-19 Diploma qualifications, which would be the main reform of the Government education plans (this, however, turned out to be a major failure), this also included the reduction of examinations and a greater emphasis on coursework (this was successfully achieved, although arguably this latter point has contributed to the common, but subjective, observation of qualifications being dumbed down).

In particular the report identified the need to:

“• Raise participation and achievement – by tackling the educational causes of disengagement and underachievement and low post-16 participation.

• Get the basics right – ensuring that young people achieve specified levels in functional mathematics, literacy and communication and ICT, and are equipped with the knowledge, skills and attributes needed to succeed in adult life, further learning and employment.

• Strengthen vocational routes – improving the quality and status of vocational programmes delivered by schools, colleges and training providers, setting out the features of high quality provision and identifying a clear role for employers.

• Provide greater stretch and challenge – ensuring opportunities for greater breadth and depth of learning. This will help employers and universities to differentiate more effectively between top performers. Stretch and challenge at all levels will encourage young people to think for themselves and be innovative and creative about their learning.

• Reduce the assessment burden for learners, teachers, institutions and the system as a whole by reducing the number of times learners are examined; extending the role of teacher assessment; and changing assessment in A levels in order to improve the quality of teaching and learning.

• Make the system more transparent and easier to understand by rationalising 14-19 curriculum and qualifications within a diploma framework, where progression routes and the value of qualifications are clear."

The Government published a White paper from the proposals in February 2005,’14-19 Education and Skills’ (accessed 11th October 2022) asserting that “The purpose of the education system is to help each and every individual reach their potential", with the aim of the White paper being to create a system that will achieve this purpose and to give "every young person the opportunities they need and deserve."

Six years later, in 2011, another similar review took place, called the Wolf Report, basically going over the same ground, with additional outcomes though. Is it any wonder that students, parents and employers get confused over what is actually happening in education?