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How might the Tomlinson and White Paper proposals affect system performance - participation, progression and achievement?
Geoff Hayward
These are difficult questions to answer. In trying to reach answers, and all I present here is a sketch, I am attempting to extract from both the Tomlinson Review and the White paper what I see as:
their respective Theories of Action,
the key assumptions made about young people and their behaviour, especially their behaviour in making decisions about their future,
and then to examine these against the available evidence. In so doing, I am trying (though not yet I feel very successfully) to look at both Tomlinson and the White Paper from the perspective of young people in the 14-19 age range. Here I limit myself to considering two key groups from the perspective of policy: those who choose not to participate in education (including Work-Based Learning) at 16, and those who, having participated at 16, decide to leave the system one year later. Indeed the touchstone of policy success is now being seen as the participation rate at 17, which is to reach 90% by 2015. As a consequence, I will not in this paper be saying anything about those who achieve 5 A*-C grades in their GCSEs and who then enter the A level route, even though both the Tomlinson Report and the White Paper do have implications for this group.
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