Background to conservative education reforms

Pre-1979 educational consensus

Up until 1979, there was broad political agreement on the structure of education in the UK. Most secondary schools were comprehensive schools, which aimed to promote equality of opportunity.

Rise of New Right influence

The election of Margaret Thatcher in 1979 brought New Right thinkers to the forefront of educational policy.

Introduction to new vocationalism

Building on the New Right's critique, the Conservative government introduced new vocationalism as a core part of their education reforms, shifting the focus from purely academic learning to vocational training.

The New Right highlighted several issues with the pre-1979 system

• Comprehensive schools were too academic, prioritising subjects like history or literature over practical skills.
• This academic bias was blamed for high youth unemployment, as school leavers lacked the competencies demanded by British industry.
• The reforms aimed to bridge this gap by integrating work-related training into education, making it more responsive to economic needs.

Key initiatives under new vocationalism

Youth Training Scheme (YTS)

The Youth Training Scheme (YTS) was a programme where employers received payments to provide training placements for school leavers. In addition, participants could access vocational training in colleges or dedicated training centres.

National Vocational Qualifications (NVQs)

National Vocational Qualifications (NVQs) were introduced as qualifications tied to specific occupational skills. These were designed for sectors such as engineering, retail, hairdressing, leisure, and nursery care. NVQs required trainees to demonstrate their competencies directly in the workplace through practical assessments.

General National Vocational Qualifications (GNVQs)

General National Vocational Qualifications (GNVQs) could be studied in schools or colleges, rather than exclusively in workplaces. They combined elements of academic learning with vocational skills, assessing students on both knowledge and practical abilities. GNVQs were eventually replaced by vocational A Levels.

Evaluating new vocationalism

Critics argue that vocational initiatives created a divided education system.

Reinforcement of educational inequality

• Middle-class students tended to pursue academic qualifications, preparing them for university and professional careers.
• Working-class students were more likely to take vocational routes, such as NVQs or YTS, which often led to manual or lower-skilled jobs.
• This division perpetuated class-based inequalities, as vocational paths were seen as less prestigious and limited upward mobility.

Finn's critique of YTS

Finn concluded that YTS depressed wage levels for young workers and helped control youth unrest by keeping them "off the streets".

Shifting blame for unemployment

Another key criticism is that new vocationalism transferred the blame for unemployment from the government to young people.