Proposals to scrap GCSEs and A Levels have secured cross-party support at Westminster.
An 18 month review of secondary education secretary conducted by Mike Tomlinson proposes sweeping reform to the 14 to 19 education system.
Under the Tomlinson proposals both GCSEs and A Levels will be phased out over the next 10 years.
Government Response: Department for Education and Skills
Charles Clarke, education secretary said: "I welcome the Working Group's report and commend it wholeheartedly to the House. I am extremely grateful to Mr Tomlinson and his colleagues for their hard work over the past 21 months. They have consulted widely and openly and they have now produced a cogently argued, challenging and compelling vision of the future. Through their regular engagement with the many stakeholders – including, schools, colleges, universities and employers - I believe that they have laid the basis for the development of a broad consensus on the best way forward. I believe that it is important that this consensus extends across the whole House and so I have encouraged Mr Tomlinson to keep in touch with the main opposition parties and have authorised the Minister of State to give early briefing to their spokespeople."
Party Response: Liberal Democrat
Phil Willis MP, Liberal Democrat education spokesperson said: "With 1 in 12 of our young people leaving school without qualifications it is hardly surprising that the nation’s skills levels are so low.
"The Tomlinson proposals represent a welcome opportunity to address the needs of all young people – not just an elite few.
"Every young person, whether aiming for the workplace or university, needs high order basic skills. These skills need to be appropriate, not identical.
"Reactionary proposals by the Conservatives to introduce quotas rather than setting high level criteria for success would be a disaster.
"The Tomlinson proposals need much clarification. Without a new financial regime, new transport arrangements and huge investment in modern skills facilities these proposals may flounder at the first hurdle."
Stakeholder Response: NASUWT
Chris Keates, acting general secretary of NASUWT, said: "I welcome the fact that such a comprehensive review has been undertaken.
"It is particularly pleasing to note that underpinning the report's recommendations is an understanding that any changes must be introduced over time following thorough preparation, staff training and supported by appropriate investment. Clearly due cognisance has been taken of the chaos and confusion which has accompanied previous changes to the exam system.
"Implicit in the report is the recognition that the current system of restrictive accountability stifles teachers' confidence to exercise their professional judgement. Teachers will welcome this vote of confidence in their professionalism, skills and ability.
"At the heart of the proposals is an overarching diploma. It does not seem to indicate the end of the GCSEs and A Levels but recognises that a coherent 14 to 19 phase would be difficult to achieve with a public exam in the middle.
"The recommendation to retain the AS Levels and to introduce starred A Level are unnecessary and sit uneasily alongside the other provisions.
"However, at the point of publication, the report will become 'old news'. The crucial issue now is not the report but how the government responds to it.
"The report outlines an agenda of enormous curriculum and organisational change which will need to be considered carefully and pursued with extreme caution.
"Proposals to abandon externally set and moderated coursework are attractive, providing they do not lead to the introduction of internal assessment arrangements which are equally workload intensive and bureaucratically burdensome.
"An expensive external public examination system cannot be replaced by internal assessment on the cheap.
"The extensive consultation with teachers that NASUWT conducted during the Tomlinson review demonstrated support, in principle, for the idea of an overarching diploma but this was on the basis that it must help to address the serious problems of pupil disaffection which prevents pupils achieving their full potential, blights the professional lives of teachers and thwarts schools’ efforts to raise standards.
"The whole exercise will have been a wasted effort if the ultimate outcome is not parity of esteem between vocational and academic qualifications and young people who choose a so-called vocational route continue to feel that they are perceived as second class.
"The introduction of an inclusive diploma which values all learning equally will be undermined if the government does not make it a requirement of entry into Higher Education and allows the opportunity for any school to opt out on the basis of elitist assertions that it lacks academic rigour and excellence.
"Clearly the qualifications will also need to have currency in the job market but the government should guard against allowing the CBI to have undue influence on curriculum content and the qualifications structure.
"A once in a generation opportunity now exists to remodel the public examination system to ensure it is fit for future purpose.
"A critical factor in achieving this will be constructive dialogue and detailed consultation at every stage between the government, NASUWT and other social partners."
Stakeholder Response: National Union of Teachers
Steve Sinnott, NUT general secretary, said: "No one can doubt Mike Tomlinson's commitment to meeting the needs of all learners. But the government must be ruthless in responding to the trials and their evaluation. If the pilots show some proposals do not work or increase workload on teachers then changes must be made.
"Teachers have to be at the centre of determining what works and what doesn't. It is they who have to implement the reforms.
"The government has indicated that additional money will be set aside to cover the cost of implementation. It must match the full cost including the cost of professional development for teachers during the school day.
"You cannot penny-pinch on a major reform such as this which has enormous implications for the future of our education system.
"Professor Tomlinson's inclusive consultation and clear vision in wanting the best for all young people must be matched by exemplary delivery.
"It is wrong for the CBI to criticise Tomlinson for not focusing on the basics. Core skills are at the heart of every young person’s learning.
"Far better would be if all those with a stake in our education service worked together to ensure reform was carried through in the best interests of young people and the future of the country.
"The Conservatives back to the future attitude in wanting to introduce a quota system would mean that young people's achievements would be artificially restricted. Young people should be rewarded for their achievements not denied qualification by artificial rationing."
Stakeholder Response: Universities UK
Ivor Crewe, president of Universities UK, said: "Universities UK welcomes the publication of this timely report. There have been many arguments over the 14 to 19 qualifications structure which this report seeks to resolve.
"The proposals offer the opportunity for universities to draw from a wider pool of well qualified candidates from all sections of society. The report has also tackled the difficult problem of how universities can differentiate between the most able candidates, which has been a growing concern.
"We will be looking closely at the detail of the recommendations in the government's forthcoming white paper."
Stakeholder Response: Forum of Private Business
Nick Goulding, Forum of Private Business chief executive, said: "Too many young people leaving both school and university today are arriving in the workplace without the skills, training or even limited experience and expertise to do a job competently.
"Therefore, the costs of training someone up are that much greater on small businesses. We sincerely hope this drive for better vocational training in skills directly relevant to business will help take the training burden off small companies in the future.
"However, if these plans are endorsed by the government small businesses will reserve judgement on the lofty promises to improve literacy and numeracy. Employers have heard these promises before but have so far failed to see them fulfilled."
Stakeholder Response: Association of Accounting Technicians
Jane Scott Paul, chief executive of the Association of Accounting Technicians, said: "The AAT is the UK's largest awarding body of vocational accounting qualifications, awarding over 80 per cent of NVQ certificates in accounting.
"Whilst we welcome the recognition of the importance of vocational education in the 14 to 19 curriculum, we are disappointed that once again vocational education is seen as an option for the less academically gifted. This will only perpetuate the damaging vocational divide that restricts choice and opportunity for all young people."
Stakeholder Response: Institute of Directors
Richard Wilson, head of business policy, said: "The IoD agrees with much of the Tomlinson working group's analysis of the weaknesses in the education system. Forty eight per cent of IoD members in a recent NOP survey said that their organisation had encountered basic literacy and numeracy deficiencies in young employees.
"Ninety five per cent of members in our NOP survey said that the main priority for the government should be to ensure that all young people leave school literate and numerate. Rather than initiating a massive upheaval in the examination system, the government should retain the essence of the existing structure, make improvements where necessary and focus on driving up literacy and numeracy skills - this is business’s priority.
"A revolution in the examination system will not, in itself, deliver the improvements so desperately needed. For example, it does not solve the problem of shortages of teachers in key subjects such as mathematics. The establishment of the diploma would be disruptive and costly. Finally, and above all, there is no guarantee that it would lead to higher standards or improvements in literacy and numeracy skills - the overwhelming concern of employers."
Stakeholder Response: Association of Teachers and Lecturers
Dr Mary Bousted, general secretary of the Association of Teachers and Lecturers, said: "ATL has consistently expressed its concern about the long tail of underachieving young people who leave school without any qualifications, deprived of the opportunity of going on to further and higher education. We therefore welcome the proposed qualification structure that would enable young people with varying abilities to reach a formal level of achievement.
"We are in favour of the diploma and of the ways in which this new programme will be more rewarding for learners. The credit given to learners at entry and foundation levels is long overdue. Previously ignored groups will now have the chance of a worthwhile qualification. It's a better deal for learners.
"Rather than carping, the CBI and the employers would do better to work with the Tomlinson proposals, and get their act together on vocational training. They have a choice - either sit on the sidelines and criticise, or actively get involved and start to bring some order and shape to the multitude of vocational qualifications, some of which currently add little or no value to young people's skills base.
"The government must also recognise that key elements of the report challenge its current policies. Young people will not have an entitlement to access a broad range of vocational and academic pathways without a strong regional coordination body - be this an LEA or a sector skills council, or something else.
"It is unclear how an integrated system of 14 to 19 provision will be achieved alongside the current proposals to make all secondary schools independent specialist schools and the planned growth of city technology colleges and city academies. What is clear is that league tables, in their current form, will not survive the implementation of these proposals.
"Finally, although ATL welcomes the proposals to shift the balance of external assessment to in-course assessment, since such a move will restore the professional judgement of teachers and lecturers to its rightful place within the education system, any shift in this direction must be carefully planned and piloted. We will not accept a further increase in teacher workload."
Stakeholder Response: Professional Association of Teachers
PAT general secretary Jean Gemmell said: "PAT welcomes this bold, exciting and far-reaching report.
"We particularly welcome the report's recognition of the importance of vocational subjects. This is a bold move which recognises that a broader, more flexible curriculum, with more options for vocational subjects, can develop the skills and meet the needs and aspirations of all students.
"PAT has been calling for greater professional freedom for teachers to be able to teach according to their students’ needs and abilities, so we are delighted by the recommendations that there should be fewer exams and more teacher assessment. Our survey, 'Tested to destruction?', revealed that young people between five and 18 were likely to have undergone over 100 exams. That is too many.
"These proposals should enable all pupils to achieve their full potential in subjects that interest and engage them, and to leave school with qualifications that more accurately reflect their skills and abilities.
"Change won't be easy and cannot happen overnight. Much work needs to be done to implement the details, but this report sets out the road ahead to the future. Now is the time to reach out towards what could become the most radical education reform in 60 years."
Stakeholder Response: Secondary Heads Association
Dr John Dunford, SHA general secretary, said: "Secondary school leaders strongly support the Tomlinson recommendations. We see A Level and GCSE courses as the building blocks of the new diploma system, which will create a stronger, more coherent qualifications structure, raise the esteem of vocational awards and reduce the burden of external examinations.
"The proposals for chartered assessors are particularly welcome in placing more trust in the professional judgement of teachers to carry out internal assessment to external standards. They reflect closely the SHA proposals for chartered examiners - experienced professionals externally accredited to carry out internal assessment to external standards.
"League tables of achievement at age 16 are a manifest nonsense in a 14 to 19 system. They cannot remain under Tomlinson's proposals as an intelligent accountability of school performance.
"The additional cost of the diploma system to schools and colleges must be matched by a rise in funding.
"The report's recommendations are a long-term reform programme that will benefit from the consensus that Mike Tomlinson has built around his proposals and I look for support from all political parties, as well as universities and employers. I hope to see the Tomlinson proposals, which should be viewed as a package and not cherry-picked, in the manifestos of all political parties at the next election.
"It is particularly good to have the support of vice-chancellors for the diploma, but this must be echoed in the decisions made by admissions tutors. The diploma recognises a broader range of achievement than the current A Level grades alone. The diploma is greater than the sum of its parts and should be the basis for all university admission decisions."
Stakeholder Response: Basic Skills Agency
Alan Wells, director of the Basic Skills Agency, said: "A good level of literacy and numeracy is vital for young people and adults to progress at work, in employment and in society in general and I welcome the report’s emphasis on literacy and numeracy skills for young people at every stage of the education process.
"But I am concerned about those who struggle with English and maths, and those whose skills are at a lower level. Will they end up trapped in the loop of failure, held back from making progress in their studies until they drop out?
Sufficient mechanisms need to be put in place to support those young people otherwise they will be left behind, and the long-tail of underachievement in education will continue to grow steadily longer."
Stakeholder Response: Institute of Education
Dr Ann Hodgson and Dr Ken Spours of the Institute of Education said: "We wholeheartedly welcome the Tomlinson proposals for a unified, inclusive 14 to 19 diploma system. It is particularly heartening that there has been such a warm welcome for the proposals by teachers, employers and higher education providers.
"We see the proposed system as the first major step towards the development of a more comprehensive, relevant and motivational 14 to 19 phase of education and training and a way of offering effective choice and progression to all learners.
"The new diploma system also has the potential to tackle some of the deep-seated problems associated with the current divided qualifications system, which has downgraded vocational education and training and privileged selection over progression.
"In our view, if the Tomlinson proposals are to spearhead a movement to a more effective and motivational 14 the 19 phase of education and training, then not only will they need to be accepted in full, but they will also need to be reinforced by the creation of a more collaborative and supportive institutional framework and, in the longer term, by changes in the relationship between the education system and the labour market."
Stakeholder Response: Standing Conference of Principals
Dr Arthur Naylor, SCOP vice chairman, said: "SCOP has a long-standing commitment to the development of an overarching framework of coherent diploma qualifications, as set out in the final report of the Tomlinson group.
"SCOP is particularly pleased the reforms will strengthen vocational routes in higher education and employment, as well as providing opportunities for all learners to be stretched and challenged.
"The new framework will rely on the commitment and skills of teachers, FE lecturers and other learning providers. SCOP strongly supports the need for a properly funded and co-ordinated national approach to the initial and ongoing training and development needs of all teaching and learning practitioners who will have important roles to play in the delivery of the new qualification.
"SCOP looks forward to the government’s forthcoming White Paper where much of the detail on the recommendations will be debated."
Stakeholder Response: General Teaching Council
Carol Adams, GTC chief executive, said: "The report is a bold attempt to offer a credible framework of qualifications to all our pupils. The diploma approach is ambitious and complex.
"It will require a huge commitment from schools and colleges to ensure that all pupils are offered a curriculum that meets their personal needs and stretches their abilities to the full.
"It will also require investment in teachers and their preparation for a new approach to assessment. Harnessing the expertise of teachers will determine its chances of success."
Stakeholder Response: The Prince's Trust
A spokesman for the Prince's Trust said: "With a million young people not in education, training or employment we need to recognise that the current education system is failing too many of our young people. We encourage the government to take on board the wider themes arising from Tomlinson's proposals, in particular recognising the importance of vocational education and the benefits of a broader curriculum.
"We welcome the report's focus on disengaged young people and the recognition that those who 'fail' in school, often respond better when given the chance to take part in work-related activities or pursue a more vocational path. Young people should be given wider choice at an earlier stage, including high quality vocational provision from 14.
"The proposals put forward by the Tomlinson report include many of the elements The Prince's Trust has already found to be successful in engaging young people. For example assessing communication skills, teamwork and work placements to ensure young people are not only measured on academic ability, but also on life skills which are vital for future employment.
"Recognition that learners should be able to build on informal learning in the family, community and workplace is vital. Life skills help young people more easily combine getting a job and educational learning. It also helps us assess the young person as an individual, recognising their wider strengths, rather than constricting their abilities to narrow academic criteria."
Stakeholder Response: Universities Council for the Education of Teachers
A spokesman for UCET said: "The Universities Council for Education of Teachers welcomes the publication of Mike Tomlinson’s report and will issue a full response once it has had the opportunity to consider the recommendations in detail.
"We do, however, support the broad thrust of the proposals that will call for an unprecedented level of collaboration between schools and institutions in the learning and skills sector. We welcome, in particular, the integration of the academic and the vocational within a single curricular and assessment framework, the proposal to differentiate more finely at the upper end of the achievement range and the inclusion of personal/social issues as well as cognitive performance in pupils’ records of achievement.
"The success of the proposals will depend on the expertise and commitment of teachers. They require that those who teach in the learning and skills sector, like their colleagues in schools, to be properly trained, have access to continuing professional development throughout their careers and be governed by an authentic professional body which upholds proper standards of competence and conduct.
"UCET stands ready to support implementation of the changes. We do, however, call on the government and funding agencies to ensure that sufficient resources are available to train teachers – in both the schools ands learning & skills sectors – for the training and continuing professional development needed to make the reforms work. This will be in addition to the resources needed to address existing shortfalls in the funding of teacher education."
Stakeholder Response: CITB - Construction Skills
Peter Lobban, chief executive of CITB- Construction Skills said: "There is a great deal to welcome in this very thorough report. It undoubtedly represents a real attempt to address the longstanding and unnecessary distinction between vocational and academic programmes of learning.
"We welcome too the emphasis laid on information and guidance for young people, though it is important that this is available for learners from the age of 13, when they start to make vital choices about their future development.
"And of course we are pleased to see the role of employers and SSCs acknowledged in driving reform forward and helping to shape whatever new system emerges.
"We are pleased to see that the Final Report acknowledges that there is more work to be done on integrating sector-specific Apprenticeships into the proposed diploma framework. Again, employer engagement in this process will be vital. One specific area where flexibility is needed is in the age of completion of an apprenticeship; it would not be right to constrain a learner to the age of 19, and proposals elsewhere in the Report point to a willingness to see learners progress at their own pace. Preparing young people for higher education is only one function of the 14-19 phase of learning and should not be allowed to distort other pathways to training and employment.
"The Report is a breath of fresh air in recognising the value of work-based learning. However, it also rightly acknowledges that any expansion of work-based (or indeed college-based) learning for young people who would otherwise still be in school has resource implications.
"This is one of the many aspects of these detailed proposals which will need to be worked through over the months ahead, and ConstructionSkills looks forward to working with other stakeholders, including government, to develop these proposals in such a way that together we can realise the enormous potential benefits for the construction industry."
Stakeholder Response: Engineering and Technology Board
Dr Anil Kumar, director education & policy, at the Engineering and Technology Board (etb) said: "We welcome the report as a vehicle that we hope will allow young able people to pursue science, engineering and technology based academic and vocational orientated pathways, which need to carry parity of esteem, that will lead them either directly into work or to Higher Education.
"The mainstreaming of the Apprenticeship pathway through including it within the new framework is welcomed and can only serve to strengthen the vocational pathway for young people. By encouraging vocational skills and engaging pupils more directly with industry this will lead to a greater understanding of the value of science, engineering and technology in the wider world and renewed interest in pursuing it as a career. These vocational courses are an important tool in engaging young people and providing them with the skills needed to compete in this changing economy, skills they might otherwise have failed to get through the more traditional academic routes."
"Whilst the devil will be in the detail we would urge the government to ensure that mechanisms for encouraging wider access into science post 16 are addressed by any future proposals. Additional to the basic curriculum structures, it is important that key information about Science, Engineering and Technology be communicated among teachers, career advisors and pupils."
