I am mindful that it has been some time since I last wrote a blog for the BACH web site. Much has happened since my last piece including our very successful National Conference where once again it was good to see so many of you in attendance.

This year’s conference focus was on World Skills and new models of delivery for 14 – 19. The Conference also considered the opportunities presented by Higher Education. As always the questions and discussions lead to good debates. The Model used by Barnfield College struck a chord with most people and many delegates were keen to take the briefing slides back to their college as an example of emerging practice. Although the practice started in Luton where one of the first Academies was established, (with £4 million from the FE College) other examples are now emerging where the relationship between HE, FE and local schools which were failing their pupils are now being established.

But are structural changes the answer to schools failing pupils?

Developing a model where Governance and additional resources are being used to address poor performance is but one way of addressing a problem. I believe that at the heart of failure within our 11 to 16 education is the quality of teaching and poor management.  Furthermore, underpinning the numbers of pupils failing to get level two qualifications in the core subjects is poor guidance and advice when taking their options at year 9.

The need for better guidance and advice has never been more paramount. All too often young people are influence by teachers, parents, the media and their peers into choosing subjects which are about going into higher education. In reality many would be better served taking a vocational route into an apprenticeship rather than going into higher education.

Take the case of a friend’s daughter who didn’t know what she wanted to do but was encouraged by a sixth form college to progress into A levels. Over the next two years she took 3 A levels in Drama, Ancient History and Film studies. At the end of 2 years she gained grades C, D and E. Having decided she did not like studying she chose not to apply for a place in Higher Education. During last summer she looked for a job but was unable to secure employment. She then spent time at home taking her dog for a walk and found she enjoyed the company of her animal best of all. This inspired her to look at vetinary nursing as a career. After many months of writing and contacting virtually every Vet Practice in and around Manchester she gained work experience and found she loved the work. Her advice from the practice was to secure a place at a college specialising in vetinary Nursing. She then attended an Open Day in November only to be told by the Agricultural College that her A levels would not enable her to gain a place on their foundation degree programme and her best route was to secure an apprenticeship with a vet. 9 months later and after many attempts she has been unable to gain a place on a programme.

This is but one example of many young people being encouraged to stay on and follow an academic route rather than consider a vocational programme at 16. Now the economic climate makes access to Apprenticeships even more difficult and is likely to see many young people staying on in education with little prospect of progressing into work or as was the case two years ago into Higher Education when there was an abundance of places.

So will the new models for 14 – 19 change the way young people progress – I think not. Just look at the decline in the number of 14 to 16 year olds attending FE Colleges which reinforces my view.

Fiddling with structures and creating new models of organisation will not, in my opinion, resolve the problem of failing young people but it may stroke the egos of those who believe in their own rhetoric.