Vocational qualifications have been around for a long time. But for many years their parity of esteem and currency with academic qualifications was a matter of much debate. However, with the arrival of GCSE Applied Science in September 2002 and the imminent GCE Applied Science in September 2005, could the debate be over? Is parity between vocational and academic qualifications finally about to be achieved?
According to the awarding bodies, the numbers of students taking this qualification are increasing significantly, much higher than its fore-runners such as GNVQ Intermediate. And recent feedback on the pilot GCSEs, 21st century science (see Educ. Chem., 2004, 41(6), 142) which began in September 2003, suggests that the applied option is popular. In the first year of the trial, two in three students chose the Additional science (applied) GCSE option. So what has changed?
A report, Five-year strategy for children and learners, published by the Department for Education and Skills (DfES) in July 2004, finds that ‘too many pupils drift, become disenchanted with school or get into trouble and drop out at 16 …. And pupils leave school insufficiently prepared for the world of work’. To address this, the report states that the Government is seeking to increase participation post-16, the quantity and quality of vocational qualifications available, and the involvement of employers in the development and support of such qualifications. Ambitious targets were set out in the report, including: ‘over 180000 14–16-year-olds will be studying vocational subjects by 2008’; and in the longer term – ‘virtually every 16–19-year-old will be engaged in education or training’. ‘Vocational and academic routes’, the report states, ‘are equally valuable’. The message is clear. Quality vocational courses are now pivotal to Government strategy.
Examination results for the first GCSE Applied Science cohort in 2004 showed, however, that students did less well on GCSE Applied Science than on GCSE Science (double award). Many more students achieved grades A–C on the double award course than on the Applied Science course, for example. But it’s not that straightforward because we need to consider the starting points of the ‘applied’ students. According to a report Developing new vocational pathways: final report on the introduction of new GCSEs, published by Ofsted in July 2004, students taking GCSE Applied Science: ‘were generally assessed at levels 4 or 5 in National Curriculum tests at the end of Key Stage 3, though in some schools significant numbers of pupils are at levels 3 or 6’. (The national target for achievement at Key Stage 3 is 5–6.) This was also true for 21st century science. Course director, Andrew Hunt, said in the November 2004 issue of Education in Chemistry, ‘Broadly speaking, the entry for Additional science (applied) in the pilot is biased towards foundation tier students, whereas Additional science (general) is biased towards the higher tier students’. So perhaps a more meaningful comparison for the first cohort is with single award science. Against this scenario, Applied Science students achieved better grades than those taking the single award.
But beware, the Applied Science course is not an easy option. Performing well and achieving high grades is as intellectually challenging as any other GCSE. However, GCSE Applied Science is, like the 21st century science applied modules as discovered by Hunt, easier for students to reach the first rungs of the ‘achievement ladder’ and ‘rewards students who are performing at lower grade levels – through hands-on mastery of standard procedures’. So why choose a vocational course?
A well-designed vocational course should offer opportunities for students to acquire, to practice and to demonstrate the professional skills required by scientists, and to show their creativity. This should be underpinned by knowledge of key scientific ideas. Several extensive studies have shown that the skills needed by scientists in the workplace are:
- using their knowledge, understanding and skills to tackle scientific problems;
- communicating to a range of audiences both verbally and in writing, and using ICT;
- managing: time and workloads; physical resources such as materials and equipment; and working relationships with others.
Both GCSE Applied Science units and 21st century science applied modules set out to achieve these objectives.
Many of these skills are however, difficult to assess using externally set and marked written examinations. Thus in vocational courses, coursework plays an important role. Teachers should take this into consideration when matching students to qualifications (see Table 1).
Vocational science is here to stay. However, the recent Tomlinson report 14–19 Curriculum and qualifications reform, published in October 2004, voices a gentle warning to curriculum and qualification developers. ‘Our proposals’, the report states, ‘seek to build on the strengths of good vocational provision to raise the quality of the overall vocational offer and provide opportunities for achievement and progression in the same ways as for academic studies. This does not mean trying to fit vocational programmes into an “academic” mould, but recognising what is distinctive and valuable about vocational learning and ensuring that it is respected and valued in its own right’. The last sentence is important. Awarding bodies have received the new GCSE criteria and have started to develop their GCSE specifications for submission to the Qualifications and Curriculum Authority (QCA) for Easter 2005. Accreditation of the specifications is expected in the summer with delivery to the schools by September 2005. What will emerge is not clear, except there is a commitment to flexibility and choice. And applied science GCSEs, such as GCSE Applied Science, should have a key role.
Kenn Gadd is a chemistry education consultant and managing director of 4 science education and training, the Courtyard, Deans Farm, Phillips Lane, Salisbury SP1 3YR.
Table 1 A comparison of assessment of some GCSEs | ||
| Qualification | External assessment | Internal assessment |
| GCSE double award | 80 | 20 |
| 21st century science: core + general | 70 | 30 |
| 21st century science: core + applied | 57.5 | 42.5 |
| GCSE Applied Science | 33.3 | 66.7 |
| A similar pattern (two-thirds internal and one-third external assessment) will be used in GCE Applied Science. | ||
