The brain of a professor and the back of an ox

At a time when the nation is short of skilled workers, employers complain that school leavers do not have the necessary skills. So why can’t politicians stop prevaricating and restore vocational education to the prominence necessary to create a future competent workforce – a workforce that will fuel and fund its own individual aspirations?

For the past 40 years comprehensive schools have not provided a comprehensive education for all pupils. The philosophy that all pupils should have the same opportunity to study academic subjects ignores the aspirations of those with academic ability, but who wish to pursue a non-academic career, and ignores the likelihood that those of non-academic ability will be alienated and possibly become truants.

If any new initiative is to be saved from the fate of its predecessors and not appear divisive, the classification of exams should be the same for both academic and vocational subjects. I am sure that many teachers who taught in the old secondary technical schools would rejoice at the restoration of vocational subjects to the national curriculum provided they meet the aspirations of the pupil and satisfy the entry requirements of industry.

Could we not return to the old paths and to the former GCE syllabi of the Associated Examining Board in vocational studies? These subjects required a high standard of literacy, numeracy, science, technology together with added practical ability. Assessment had credibility because the written examination and practical test was externally set and marked.

Vocational education must be carefully planned and made available to all pupils according to their aspirations, ability and aptitude. Pupils of high academic ability should not be denied opportunity because they are considered bright. I quote a former pupil of mine who said ‘a carpenter and joiner must have the brain of a professor and the back of an ox’.

Among the numerous attempts to infuse vocational training into the secondary school curriculum, link courses provided by colleges of further education appeared to become the province of the less able. To avoid repeating this folly, vocational subjects should be delivered in the secondary sector: diversity should be within the comprehensive framework, not beside it.

A carpenter and joiner must have the brain of a professor
and the back of an ox

Admission to secondary education should continue to be at 11 years of age and be on a non-selection basis with a general education. At 13 years of age, pupils should be allowed to opt for an academic or vocational bias according to their ability, aspirations and aptitude, while continuing their general education. Pupils should be allowed to switch courses to accommodate changes in aspirations.

Unlike former times when the earlier leaving age of 14 or 15 allowed pupils a year or two to try various occupations before starting an apprenticeship at 16, today’s pupils have the daunting task of selecting a career straight from school. To help them make the right choice, a period of industrial experience in the workplace could be built into the curriculum. Then every pupil will have sight of what is on offer as a career and what it entails.

There would be no need for beacon or specialist schools. There would, however, be a need for comprehensive schools with vocational departments. These could cater for the full range of vocations and serve other schools nearby whose range is limited. The vocational route should provide courses to satisfy professional, technical or craft institutions at national and regional level, and operative courses designed to suit employers and to satisfy local industry requirements.

Schools will only then provide a truly comprehensive education.

Dr Bernard Blain FCIOB served an apprenticeship as a carpenter and joiner and is a former dean of building and civil engineering in further education.