A Divided System

The privileges and advantages of white middle-class pupils at the nursery, primary and secondary school stages are disputed by only a few commentators. Yet there are middle-class pupils who are ‘compelled’ to follow curriculum not suited to their needs. Some, for example, take GCE A levels in schools when programmes in further education colleges would be more appropriate.

The claim that 16 year-olds are able to choose freely between sixth forms and further education colleges is a fiction in many parts of the country. And, despite recent changes, most GCE A level programmes are an inadequate preparation for life and work in the 21st century.

When they reach 16, the school- leaving age, students are faced with a divided system. There are academic studies in schools and colleges; vocational studies in colleges; training schemes organised by employers. The traditional view is that academic studies are for middle-class students, while training outside the further education system is for the working classes.

Middle- Class Benefits

The benefits of the reforms and expansion in the second half of the twentieth century, under both Conservative and Labour governments, were predominantly to the middle classes. This applies to the widening of opportunities at the secondary stage, through comprehensive schools, as well as to the expansion of further and higher education.

Disgracefully neglected in the 21st century are the working classes in general and, specifically, the disabled, ethnic minorities, the over fifties, unskilled workers, women. The scale of neglect and exclusion is ignored by government and the enormous need for education and training is disguised by the fact that thousands are outside official statistics.

Denial of Opportunities

Staying-on, in schools and colleges, increased steadily in the 1980s and early 1990s – to the point where it was claimed that over 80 per cent of 16-17 year-olds were in either education, training or work. This increasing participation represented a catching up on competitor nations; although the UK remained well behind the USA, Japan and most West European states in providing opportunities for post 17s and adults.

Whereas in Germany, for example, over two-thirds of the workforce had a recognised qualification, this applied to only one third of the UK workforce at the end of the last century. Despite the promises of politicians, there has been no marked improvement since. The unqualified are denied opportunities to obtain qualifications, while the government, and private sector employers, are compelled to advertise overseas for skilled workers.

Apart from the participation rate, there are serious questions about the quality and relevance of what is offered to 16-17 year-olds. Of those who stay on full-time, there is significant drop-out, which has more to do with poverty and cultural rejection than with ability. There is evidence that some are encouraged to drop out before entering examinations to prevent failures having an adverse effect on the school’s or college’s pass rate.

Education or Training?

Some young people enrol on government training schemes not because they are interested in the training, but because they receive financial allowances for joining. Allowances are usually withdrawn if trainees enrol in full-time further education for anything other than vocational studies over a limited period. The policy emphasis is on what employers are believed to require, with minimal concern for the longer-term educational needs of trainees.

It is a characteristic of the elitist system that students at universities are free to choose what they study, whereas further education students are restricted to a very limited range of studies (unless they are able to pay). Those accepted for academic (e g GCE A level) programmes of study are funded automatically, whereas others are required to state their vocational objective at the time of enrolment.

The requirement, as distinct from the opportunity, to take vocational examinations is a discouragement for people who have retired, while an undue emphasis on examinations is a disincentive to people who have usually failed them. When individuals who have had a poor deal at school decide to return to study they need support and encouragement, not rigid, and frequently pointless, rules.

Government Action

Tens of thousands of students continue to leave school with inadequate qualifications: the majority are working class. Their needs are not academic or vocational studies, but basic skills – mainly literacy and numeracy. They need months, in some cases years, of basic education to enable them to reach the level necessary for enrolment on academic or vocational programmes of study.

Instead of vocational training through government training schemes, usually organised by employers, they need basic skills tuition in colleges. Large numbers cannot benefit from vocational training because their level of general education prevents them from acquiring the qualifications necessary to obtain employment.

The current rise in unemployment means that it is even more urgent for the government to abolish the division between education and training, and between academic and vocational studies. The requirement is a comprehensive further education service, with opportunities for all, irrespective of class, race or gender

There is a discussion of the educational neglect of the working classes in Further Education In The UK: The Consequences Of Neglect.