The English Baccalaureate: a better future for our education system?
By Simran Bhogal
What is the English Baccalaureate?
It is a measure where students study around 5 traditional core subjects at GCSE consisting of English, Maths, Science, a language and the choice of studying History or Geography. The government have selected such subjects, as it has been claimed that they are the core areas of study and are the most favourable to universities or future employers. Nick Gibb, the Schools Minister suggests equality is the fuel behind introducing this new type of learning system: “Through the English Baccalaureate, we want to make sure all pupils have the chance to study the core academic subjects which universities and employers demand.” The English Baccalaureate is not yet a qualification, nor is it compulsory for all students to take. It was introduced in 2010, so is still gaining momentum.
Why introduce this new measure?
There are a variety of reasons for the introduction of this qualification. The number of non- academic qualifications being taken up to the age of 16 has risen since 2004, from 15,000 to around 500,000, including more students from various types of backgrounds. Many of these qualifications do not help students gain access to higher education or the type of employment they wish to secure; the English Baccalaureate aims to make equal opportunities for all people, making it easier for them to gain entry to education and the working world.
It has been suggested that people from disadvantaged backgrounds are less likely to sit the core subjects for their GCSE’s, creating a greater divide in the grade boundaries. Those from more privileged backgrounds are more likely to sit the core subjects or be encouraged into studying them. The English Baccalaureate aims to offer the same opportunities to students from various backgrounds, balancing out the division between scores, and offering everyone the same opportunities.
Variation in backgrounds isn’t the only factor contributing to the need for a new education system; it has been proven that girls are more likely to get better grades than boys. More than 26.5% of girls’ entries were awarded an A or A* this summer, compared to 19.8% of boys’ exams – a gap of 6.7 percentage points and the widest it has been since the A* grade was introduced in 1994. The new system can be a measure to resolve the gender imbalance in grades, and level out the playing field for students, however, it cannot guarantee a student’s success in these subject areas. The student is responsible for their own learning, and cannot totally depend on the new system to give them an A*-C grade!
The increase of university fees is another element pushing students to work harder; it is becoming harder to gain entry to universities, creating a competitive culture in gaining the best possible grades. While the English Baccalaureate offers a greater chance of getting better grades, it seems that it may add to the difficulty of getting a place on a course of your choice, because it aims to create the same abilities in groups of students.
Will this system benefit us?
It is hard to say whether it will be greatly successful, as it was only introduced a year ago and is not taken in every school, so more time is needed to assess the effects. Presently, only 5 subjects are offered as the core areas of study, with the focus on more traditional areas. Individual choice seems to have been taken away, as every student will study the same thing and get similar grades. This narrows their future choices for study, as not every student is suited to academic learning. Many choose to do more practical subjects, such as studying the arts, and are able to make better careers for themselves in subjects they prefer. The curriculum has, however, been kept small so students can choose to study more academic or non-academic subjects.
For more information on the English Baccalaureate, visit:
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