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| Version 2 | Version 3 |
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| Teenagers 'not engaged' by school | Teenagers 'not engaged' by school |
| (10 minutes later) | |
| The failure of many young people to "engage in education" is a major problem, a report on teenagers' learning in England and Wales says. | The failure of many young people to "engage in education" is a major problem, a report on teenagers' learning in England and Wales says. |
| The latest Nuffield Foundation review says the failure is due partly to "inappropriate targets, learning experiences and forms of assessment". | The latest Nuffield Foundation review says the failure is due partly to "inappropriate targets, learning experiences and forms of assessment". |
| But it praises the "learning pathways" in Wales, and England's recognition of different kinds of achievement. | But it praises the "learning pathways" in Wales, and England's recognition of different kinds of achievement. |
| It reiterated concerns that there is too much "policy busyness". | It reiterated concerns that there is too much "policy busyness". |
| English Schools Minister Jim Knight said on Thursday the way boys' attainment lagged girls' might be down to a lack of motivation in adolescence. | English Schools Minister Jim Knight said on Thursday the way boys' attainment lagged girls' might be down to a lack of motivation in adolescence. |
| Assessment | Assessment |
| There was a tendency for government departments and agencies to address symptoms of deep-seated problems rather than underlying causes, the new report said. | There was a tendency for government departments and agencies to address symptoms of deep-seated problems rather than underlying causes, the new report said. |
| The "unprecedented" amount of policy initiatives such as national targets, new qualifications, short-term funding and new regulations was "unlikely to produce significant improvements to the education and training system as a whole". | The "unprecedented" amount of policy initiatives such as national targets, new qualifications, short-term funding and new regulations was "unlikely to produce significant improvements to the education and training system as a whole". |
| "A full assessment of the impact, cost, and the problems associated with introducing such a large number of initiatives should be carried out," it said. | "A full assessment of the impact, cost, and the problems associated with introducing such a large number of initiatives should be carried out," it said. |
| Although partnerships between schools and colleges had improved vocational learning opportunities, there was still too much competition rather than collaboration between institutions. | Although partnerships between schools and colleges had improved vocational learning opportunities, there was still too much competition rather than collaboration between institutions. |
| "The system in England could still be described as weakly collaborative with weak governance at the local level," it said. | "The system in England could still be described as weakly collaborative with weak governance at the local level," it said. |
| Differences | Differences |
| It advocated a wider range of partners including youth service, voluntary bodies and independent training providers, and the development of "strongly collaborative local learning systems". | It advocated a wider range of partners including youth service, voluntary bodies and independent training providers, and the development of "strongly collaborative local learning systems". |
| The 14 to 19 reforms in Wales covered both general and vocational education, and the system was more locally determined rather than centrally driven - but the two countries were still tied through shared qualifications and university systems. | The 14 to 19 reforms in Wales covered both general and vocational education, and the system was more locally determined rather than centrally driven - but the two countries were still tied through shared qualifications and university systems. |
| The report calls for clearer routes into higher education for those with advanced vocational qualifications. | The report calls for clearer routes into higher education for those with advanced vocational qualifications. |
| A spokesman for the Department for Education and Skills said assessing pupil progress was necessary to achieve higher standards, as seen in this year's GCSE results. | A spokesman for the Department for Education and Skills said assessing pupil progress was necessary to achieve higher standards, as seen in this year's GCSE results. |
| "We need to make sure that the system is working for every teenager and that is why we are taking forward radical changes to 14-19 learning that will further raise attainment, tackle 'drop-out', ensure that every child leaves school with the basics and provide more choice for young people." | "We need to make sure that the system is working for every teenager and that is why we are taking forward radical changes to 14-19 learning that will further raise attainment, tackle 'drop-out', ensure that every child leaves school with the basics and provide more choice for young people." |
| Tomlinson | |
| The general secretary of the National Union of Teachers, Steve Sinnott, said there were still "knotty issues" in 14 to 19 education which needed tackling. | The general secretary of the National Union of Teachers, Steve Sinnott, said there were still "knotty issues" in 14 to 19 education which needed tackling. |
| "Despite the introduction of specialist diplomas in 2008, there are still likely to be 16-year-olds not in education, employment or training whose needs will remain unmet." | "Despite the introduction of specialist diplomas in 2008, there are still likely to be 16-year-olds not in education, employment or training whose needs will remain unmet." |
| He said the government should "show some courage" and reflect on what could still be salvaged from the Tomlinson Report, which advocated diplomas that would replace existing qualifications. | He said the government should "show some courage" and reflect on what could still be salvaged from the Tomlinson Report, which advocated diplomas that would replace existing qualifications. |
| Liberal Democrat education spokeswoman Sarah Teather said league tables had created perverse incentives, with schools forced to focus on their ranking rather than doing what was best for their pupils. | |
| "Collaboration between schools, colleges and workplace learning providers and an overarching diploma to replace outdated GCSEs and A-levels would mean more options for young people," she said. | |
| The independent review is being extended for a further three years. | The independent review is being extended for a further three years. |
| Nuffield Review of 14-19 Education and Training, Annual Report 2005-06. | Nuffield Review of 14-19 Education and Training, Annual Report 2005-06. |