According to a new study from independent education foundation, Edge, two thirds of teachers think there is too much emphasis on pupils getting a degree at a traditional university while over a third (39%) of teachers feel their institutions still offer too little practical and vocational learning. Involvement with local businesses is seen as widely insufficient with fifty-nine per cent stating that their school or college does not offer enough opportunity for students to learn with local companies.

The study was conducted among over 1,000 teachers and FE lecturers in the state and independent sectors. Exploring their views on the current education system, it shows widespread teacher support for a greater emphasis on practical and vocational pathways – and broad agreement that these routes help pupils to succeed.

Andy Powell, Chief Executive of Edge said: “Teachers know large parts of the system are too academically biased, they recognise a balanced approach is better and they are tellingly concerned that local businesses have insufficient involvement in pupils’ learning in schools.

“We support the teachers’ views. There are many paths to success and we need a richer education with more real-world learning opportunities for young people. Change is beginning to happen, but things are moving too slowly. This generation will be working in a global economy and will have to deal with extraordinary challenges – we have to ensure they are properly equipped.”

The majority of teachers (59%) believe practical and vocational learning often leads to a good career, but they also recognise their knowledge of the qualifications available falls short when compared to their understanding of academic routes.

Edge is inviting the public at large and teachers to have their say on the education system and will feedback findings to politicians of the three main parties prior to the general election. Teachers can join the debate at edge.co.uk/revolution.

Notes to editors
The research was conducted online by YouGov between 2nd-8th October 2009. Respondents were drawn from state secondary schools (712), independent schools (105) and sixth form/FE/tertiary education environments (131), making a total sample of 1,034 Data have not been weighted.