In 2004, my predecessor as HM Chief Inspector of Schools, Sir Mike Tomlinson, led an independent review that proposed comprehensive changes to the education system in England.
One key aim was to close the academic/vocational divide that had bedevilled education since the passing of the 1944 Education Act. But the failure of the Blair government to implement the Tomlinson Reforms will, in my view, go down as the greatest missed opportunity in English education since the end of the second world war.
While the government largely rejected Tomlinson’s proposals, they did introduce one aspect of the reforms: 14-19 diplomas. Despite much fanfare, diplomas were short-lived. Introduced in 2005, diplomas were wound down when the coalition government took power in 2011.
On 19 October 2023, Edge invited me to chair a panel discussion critically examining this brief foray into diplomas and what they could teach us as we look to the future of the education system in England.
Following some invaluable historical context from Edge’s Director of Research, Dr Andrea Laczik, the expert panel – comprising researchers, policymakers, and practitioners with direct involvement – explored various aspects of the 14-19 diplomas. The issues debated can be largely divided into successes and challenges.
Successes of 14-19 Diplomas
According to Lord Knight, who led the diplomas programme for three years as Minister for Schools and 14-19 Learners, its standout achievement was reducing the gap between academic and vocational education, in line with Mike Tomlinson’s original vision.
Professor Prue Huddleston, meanwhile, was part of the team that evaluated the diploma development process. She was also involved in training teachers to deliver the new qualification. For her, the diplomas’ most significant success was their pedagogical innovation. Expanding learning beyond the conventional classroom settings – into workplaces, workshops and studios – helped nurture more diverse educational experiences for learners.
Nicola McLeod, who currently works in the Greater Manchester Combined Authority (GMCA) Work and Skills Team but who was an assistant principal at the time of the diplomas’ rollout, agreed with Prue’s point about pedagogical innovation. She recalled witnessing impressive creative media projects displayed throughout a classroom in Salford, one example of how – if designed well and delivered effectively – the diplomas could inspire high-quality work through non-traditional learning approaches.
As a further education (FE) leader, Ian Pryce CBE celebrated how the diplomas increased the emphasis on literacy and numeracy. He argued that the current GCSE resit programmes – which have led to around 150,000 students now studying maths and English to 18 – can be directly linked to the culture shift created through diplomas.
Challenges of 14-19 Diplomas
Naturally, 14-19 diplomas were not entirely smooth sailing. Prue Huddleston highlighted their lack of clarity and consistency as a notable challenge. Their multifaceted nature often created confusion, particularly hindering the ability of stakeholders (in the form of diploma development partnerships) to grasp and deliver on their overarching objectives.
Lord Knight noted that collaboration would have been much easier if we had moved wholesale to a new system. Focusing on total system realignment would have made success a necessity. Unfortunately, loyalty to established qualifications like A-levels, and the fact that diplomas were seen as a ‘bolt-on’ undermined their credibility.
Similarly, for Ian Pryce, the main challenge was how diplomas fitted the existing system. At the time, there was a global trend for more hours of compulsory education, and later specialisation and entry into the labour market. However, reduced tuition hours and other peculiarities unique to the English context meant that the diplomas went against this grain.
Finally, for Nicola McLeod, the toughest aspect was ditching all the hard work and resources that practitioners had so carefully developed. She also felt that limited practitioner input into qualification design and the lack of agency given to young people were significant failings.
What should we learn from diplomas?
Of course, reducing the discussion to binary ‘successes’ and ‘challenges’ oversimplifies what was a highly complex initiative. As we reflect on the legacy of the 14-19 diplomas, we must also acknowledge their relevance today.
The Prime Minister’s recent announcement of the Advanced British Standard (ABS) has reignited the conversation. Whether or not the ABS comes to pass in its current proposed form is almost irrelevant. What matters is that the tide of change is upon us.
What lessons, then, should we take from 14-19 diplomas?
Lord Knight drew parallels with current debates in education, such as the recent introduction of T-levels, which have faced their own difficulties. He highlighted the need to move beyond existing ‘gold standard’ qualifications if reform is to succeed. His view reflects a broader desire for a more rounded approach, accommodating both general and vocational education. Ian Pryce, however, cautioned that there is a need to strike the balance between specialisation and broader education.
From a practical standpoint, Prue Huddleston stressed the importance of maintaining existing qualifications until new ones are thoroughly tried and tested. She also noted a tendency to overregulate qualifications, which can stifle innovation – perhaps an interesting topic for future discussion! Finally, Nicola McLeod highlighted the growing importance of regional partnerships. She acknowledged the potential for combined authorities to drive change both at a local level while also working alongside national government to ensure the success of future nationwide initiatives.
One thing all the panellists agreed on was that there is no need to reinvent the wheel. While we cannot rewrite the past, its lessons can undoubtedly illuminate our future direction.
Chairing this discussion was a fascinating experience and a real trip into the lessons of policy past. So, if you were unable to attend, I highly recommend revisiting the rich debate in full. My thanks go to the Edge Foundation for organising it.
Sir David Bell is Vice-Chancellor and Chief Executive of the University of Sunderland.
Many thanks also go to the event’s speakers:
Lord Knight of Weymouth – Former Government Minister and Member of the House of Lords
Prue Huddleston – Emeritus Professor and former Director of the Centre for Education and Industry, University of Warwick
Nicola McLeod – Principal Skills Manager for GMCA Education Work and Skills Team
Ian Pryce CBE – Chief Executive, Bedford College Group
Dr Andrea Laczik – Director of Research at the Edge Foundation