Readers have responded to Andy Burnham's proposal to direct schools in England to tailor teaching to local business needs, with many arguing that such a plan cannot succeed without a fundamental restructuring of the 14-19 curriculum and a shift in cultural attitudes toward vocational education.
Historical perspective on technical education
Graham Warren of Coventry recalled his own experience at Northampton technical high school in the 1950s, where he studied sciences, English, French, and technical drawing alongside hands-on workshops in woodwork, metalwork, and leatherwork. He later passed A-levels in physics, chemistry, and double maths, studied physics at Leeds University, and built a career in international business systems. Warren noted that he never found the academic, practical, and artistic worlds mutually exclusive, suggesting that a model from the 1950s might be worth revisiting.
Curriculum overhaul essential
Michael Pyke of the Campaign for State Education welcomed Burnham's desire to revive vocational education but warned it has no chance of long-term fulfilment without a complete overhaul of the 14-19 curriculum and the abandonment of deep-rooted cultural assumptions. He identified the chief assumption as the idea that technical and vocational education are for 'other people's children,' tracing this back to the late 1860s when industrial magnates sent their children to public schools. Pyke urged Burnham to revisit the 2004 Tomlinson report, which the then Labour government lacked the courage to implement.
Lack of apprenticeship opportunities
Pam Dunn of Leeds highlighted a critical gap: while many young people want to pursue apprenticeships or trades, and colleges offer courses, there are vanishingly few employment opportunities for apprentices or those with basic college training. She noted that only an exceptional few secure apprenticeships, and some rely on relatives to take them on, calling for urgent action to fix this problem.
Concerns about early selection and private schools
Gary Nethercott of Woodbridge, Suffolk, expressed scepticism, arguing that previous government attempts have consistently failed. He cited two reasons: first, that most 13-year-olds cannot make rational decisions about their pathway without closing doors to future development; second, that independent schools and their parents will shun the direct employment route for the university pathway, especially to Russell Group universities like Oxford and Cambridge.
Focus on generic skills and performing arts
Helen Elliott, a retired deputy headteacher from Taunton, Somerset, argued that while vocational courses aligned to the job market make sense, the root cause of youth disengagement needs addressing. She emphasised that workplace skills such as team building, creativity, resilience, flexibility, independent thinking, work ethic, communication, self-belief, cooperation, and empathy are generic and can be fostered through performing arts education. Elliott called on Burnham to redress the balance in teaching and meaningful learning, enabling young people to become fully rounded adults rather than merely readying them for the job market.
Question of private schools
Dr Mike Squires of London posed a pointed question: whether Burnham's advice to state schools to 'teach pupils for local jobs' would also apply to private schools.
