English Baccalaureate – what is it for? Parliamentary Year Book’s analysis
Baccalaureate qualifications come in numerous forms. The International Baccalaureate (IB) combines academic subjects with creativity, action and service involving civic action/active citizenship, and a dissertation style essay.
The European Baccalaureate, a distinct variation of the qualification, is used by European schools in England. Other versions are on offer through the awarding body AQA and the University of Cambridge.
Some five years ago, Wales introduced its own Bacc. At the time in England there was a significant debate about our public qualifications and the pros and cons of a graduation certificate. The Welsh Bacc consists of a core and options. The core is made up of: key abilities; Wales, Europe and the World; work-related education; personal and social education (involving community activity and active citizenship); and an individual investigation. Options comprise courses and programmes presently offered at GCSE, Vocational GCSE, AS / A levels and Vocational Qualifications (NVQ, BTEC). The combination of a core and options means the Welsh approach offers distinct levels of achievement, breadth and student choice.
What about the English Baccalaureate or EBacc? Is it simply a measure of attainment in league tables, a qualification in its own right or a means to drive a narrowing of the national curriculum in our schools? The government introduced EBacc this year as an additional measure in league tables based on GCSE results. It’s applied to student attainment at 16 (not 18) and contains the subjects of English, mathematics, sciences, a language and a humanities (either geography or history). The Department for Education guidance states it’s not a qualification.
That the EBacc has been retrospectively applied to schools to judge their GCSE results from last year, is understandably controversial. It’s seen by numerous as a cynical means to develop a narrow curriculum that is neither world class nor fit for the 21st century. The term ‘Baccalaurate’ is perhaps element of the problem. Ebacc is not a qualification or qualification ‘wrapper’ – it is being used by government as an additional measure of attainment. Neither does it promote a broad programme of study covering community action or active citizenship that other models offer.
The government has not consulted (or convinced) educators, learners, parents, employers or politicians about the Ebacc. Fortunately the Education Select Committee has decided to hold an inquiry. The timeframe to take element is short and evidence must be submitted by noon on 8 March 2011. So this is your chance to have a say.
The select committee is especially concerned with the following matters:
- the purpose and benefits of the EBacc and its value as a measure of pupil and school performance;
- the choice of subjects contained in the E-Bacc;
- the implications of the E-Bacc for learners, schools and employers;
- international comparators for the E-Bacc.
Parliamentary Year Book will be responding to the inquiry to argue that GCSE Citizenship Studies should be contained in the English Bacc. We will be pointing to the IB and the Welsh Bacc to demonstrate that a well-rounded Baccalaureate recognises citizenship education as an essential component of a broad and balanced education.
Liz Moorse is a policy consultant who offers strategic advice to national education bodies and charities. She is a governing member of Parliamentary Year Book. For further guidance, see the relevant UK information.
