Going round in circles: temporal discontinuity as a gross impediment to effective innovation in education and training

Abstract

The analysis presented in this paper offers different examples of how timing issues have adversely affected a series of innovations in education and training. The term ‘temporal discontinuity’ is used since the problems cannot simply be characterised as ‘undue rushing’ or ‘impatience on the part of policy makers’. Whilst over‐hasty scheduling of innovation and a general shortage of time plays a part in the problems on which the paper focuses, it is suggested that the sequencing of design, piloting, evaluation and implementation can break down, falling out of adequate synchronisation. This is more complex than simple shortage of time; remedying this requires more than just an (often‐called‐for) slower pace in evaluating and implementing innovations. The paper uses three carefully‐selected case studies from the English education system to illustrate significant variants of temporal discontinuity: the history of the Assessment of Performance Unit; the implementation of system‐level reforms in academic and vocational qualifications for 18 year olds in 2000; and the history of General National Vocational Qualifications.

The paper suggests that genuine reform and innovation are seriously impeded by problems resulting from temporal discontinuity. It also suggests that the problems are in part rooted in the timing of political cycles, and calls for a radical examination of the management of large‐scale innovation in education and training.

Keywords:

• evidence‐based policy
• policy review
• management of change

Notes

1. The policy review group and originators of the GNVQ model comprised:

  – Gilbert Jessup – Deputy Director of NCVQ (chair)

  – John Burke – Research Officer, Sussex University

  – Michael Eraut – Professor, Sussex University

  – Tim Oates – Research Officer, Institute of Education, London

  – Simon Sharp – Qualifications Development Officer University of Cambridge Local Examinations Syndicate

  – Gladys Wright – Principal, FE College

2. Public examinations – qualifications: Developed and administered by AQA, Edexcel and OCR, GCSEs and GCEs (comprising AS and A2 components) are the main general academic qualifications in compulsory education in England. These are essentially subject‐based examinations. Most 16 year olds in England take General Certificate of Secondary Education (GCSE) examination(s) and coursework unit(s) in several school subjects at the end of compulsory schooling. Typically, pupils take 10 or more of these qualifications at age 16. General Certificate of Education (GCE) A‐level assessments are normally taken by 18 year olds in England, and results in these assessments are used by universities in student recruitment. Students typically take four subjects in the first year of their post‐16 studies and sit the examinations for four AS subjects. They then continue with three of these and sit the examinations for three A‐level subjects. This gives them one AS award and three A‐level awards at the point of admission to Higher Education. The GNVQ (General National Vocational Qualification) is a now‐superceded qualification which was developed in the early 1990's by the National Council for Vocational Qualifications. It was designed as a vocational qualification for full‐time educational settings, originally to be taken by 16–19 year olds. It was deliberately designed as a modular, outcomes‐based qualification which could be taken in conjunction with general education qualifications. Essentially occupationally‐specific (qualifications were available in 14 occupational areas such as Health and Social Care; Business; Engineering, with students taking one of these subjects), it was designed as a rationalization measure for vocational provision in schools and colleges, replacing a larger array of qualifications from separate awarding bodies.

National Curriculum – national (curriculum) assessment: The National Curriculum is a framework used by all maintained schools to ensure that teaching and learning is balanced and consistent.

It sets out:

  – the subjects taught

  – the knowledge, skills and understanding required in each subject

  – standards or attainment targets in each subject – teachers can use these to measure each pupil's progress and plan the next steps in their learning

  – how pupils' progress is assessed and reported

Within the framework of the National Curriculum, schools are free to plan and organise teaching and learning in the way that best meets the needs of their pupils. Many schools use the Qualifications and Curriculum Authority (QCA) Schemes of Work to plan their curriculum. These help to translate the National Curriculum's objectives into teaching and learning activities. The National Curriculum is divided into four ‘key stages’ (ages 5–7, 7–11, 11–14, and 14–16). The critical mode of assessment is by ‘end of key stage test’ in maths, science and English, typically taken at ages 7, 11, and 14. Key stage 4 learning is typically assessed through GCSEs (see above).