“From today, Britain will value the hard hat every bit as much as the graduation cap,” wrote Andy Burnham in The Times. The prime minister’s new government has unveiled “fundamental changes” to England’s curriculum and education system.
From the age of 14, pupils will be able to combine technical subjects like manufacturing and AI with core subjects like maths and English. They will also be able to get experience with local employers, to give them a clearer pathway into work. “For too long, we’ve built a school system around the idea that there’s only one route to success: university, a degree, a desk,” wrote Burnham. But in “the age of AI”, practical and technical skills have “become more valuable than ever”.
‘Westminster will be less involved’
Burnham is “on a mission” to reduce the number of young people not in education, employment or training (Neets) – more than one in eight of the UK’s 16- to 24-year-olds: the highest level in more than 12 years. This overhaul “doesn’t actually do anything about Neets, in that it will not be of any benefit to them”, said The Times’ sketch writer Tom Peck. But in theory, it will help “prevent the emergence of the next generation of Neets”.
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It also “gives Burnham a chance to distance himself again” from previous politicians, said Politico’s London Playbook. Because “we’ve heard this type of thing a lot over the last few years”. But the difference now, Burnham argues, is that “Westminster will be less involved”; the new routes will be shaped by local mayors, schools and employers.
It’s modelled on his Greater Manchester Baccalaureate, or MBacc, which he launched as mayor in 2024, said the BBC’s education correspondent Hazel Shearing. The MBacc “may well be scalable”, but “there will be challenges”. Will kids living in deprived areas, without thriving industries, have fewer options?
Neets ‘downstream of economy, not classroom’
I agree that England “has never built a technical education system worthy of the name”, said Joshua Vallance, vice principal of Trinity Academy, Brixton in Schools Week. But should children “begin sacrificing a broad academic education at 14” to get one? “As a Labour member and teacher, I think they should not.”
Telling kids to organise their curriculum around a “presumed occupational destination” means we “narrow their field of possibility before either they or we can know what they might become”. Plus, one of “the beauties of our education system” is “common academic entitlement”: that children at a Brixton academy “have access to the same knowledge as the children at Eton and Harrow”: a “great leveller in society”.
In Burnham’s system, more well-off children at independent or selective schools will still study languages, history and sciences “before deciding what to become”. Poorer children will be “asked to decide first”, with “fewer options”.
England’s education system isn’t perfect, but “the focus on a knowledge-rich curriculum” has led to “better outcomes for most pupils”, said Stephen Bush in the Financial Times. We’ve climbed international rankings in both literacy and numeracy, and the proportion of kids getting good GCSE results has risen while grade inflation stayed “relatively low”.
Unless John Healey “does something very radical in the Budget”, Burnham’s overhaul has to be “balanced by cuts elsewhere in the schools budget”, which imperils a “genuine public policy success”, but “to no good end”. Because the Neet problem is “not a consequence of our education system”: it’s “rooted in the labour market”.
Kids are “twice as likely to become Neet in the northeast of England than the southwest”, not because schools in the southwest are better at tailoring education to “the needs of local businesses”. The rate of young people who become Neets is “downstream of the strength of their local economies, not the curriculum”.
