22 October 2004
Teachers' leaders have warned that efforts to overhaul the school examination system will fail unless they are properly funded.
Mike Tomlinson's long-awaited review of 14–19 education, published on October 17, proposed a single learning framework that would both strengthen basic skills and stretch the abilities of the brightest students.
Chris Keates, the newly elected general secretary of the National Association of Schoolmasters/Union of Women Teachers, said: 'There has already been recognition that this ambitious ten-year plan will require substantial investment. The government must reassure schools and colleges that the proposals will be adequately funded.
'It is also vital that the reforms secure cross-party agreement on implementation and funding to ensure teachers, pupils, employers and universities do not have to suffer the consequences of a half-finished, confused scheme should the government change in the next decade,' she told Public Finance.
Steve Sinnott, general secretary of the National Union of Teachers, echoed these concerns. 'You cannot penny-pinch on a major reform such as this, which has enormous implications for the future of our education system,' he said.
The government has responded cautiously to Tomlinson's recommendations, committing itself only to a white paper in the new year. But confusion has already emerged over the future of GCSEs and A-levels, with Tony Blair and education ministers insisting the exams will remain, despite Tomlinson's call for them to be replaced by the diploma.
A Department for Education and Skills spokeswoman maintained that there was no conflict with Tomlinson. 'The prime minister, Charles Clarke, David Miliband and Mike Tomlinson have all made it very clear that the maintenance of standards and stability of the qualification system is paramount,' she said. 'GCSEs and A-levels will remain the building blocks of the new diploma. We should not get diverted into semantic arguments.'
There was, however, unanimous agreement that change has to come, albeit slowly. Clarke backed the 'evolution not revolution' approach set out by Tomlinson.
'In this complex area we owe it to our young people to ensure that the stability of the qualification system is paramount in our thinking and that reform is based on consensus, evolution, careful planning and the rigorous piloting of any change,' he said.
PFoct2004
