Policy Achievements (Hansard, 11 May 1984)

§ Sir Keith Joseph

The overriding objectives have been to raise standards and to achieve better value for money throughout the education system. Since May 1979 the proportion of children commencing education before the age of 5 has increased, and the proportion staying on beyond 16 has also increased. Pupil—teacher ratios in primary and secondary schools have improved, as have achievements in school at A—level. Spending per pupil has increased in real terms and now stands at record levels; the Government have promoted improvement in the performance of the system by:

In the Schools

Increasing parental choice and involvement in their children's education through the 1980 Education Act, including the Assisted Places Scheme;

Setting bold but practicable objectives for the curriculum and developing objectives for its main areas;

Asking local authorities to formulate and report on their curricular policies;

Working to improve examinations at 16+ by the introduction of national criteria and grade—related criteria;

Proposing a broadening of the curriculum for A level students through the introduction of AS level courses;

Introducing proposals on records or achievement for all school leavers;

Setting up the Secondary Examinations Council which will advise the holder of my office and supervise the system, and the School Curriculum Development Committee which will support curriculum development;

Instituting a programme of development projects (LAPS) to benefit the 40%; for whom public examinations are not at the moment designed;

Cooperating with the MSC in an initiative (TVEI) to improve technical and vocational education for students aged 14 to 18;

Introducing a programme (MEP) to support the use of microcomputers in schools; Conducting national surveys of performance in mathematics, language, science and foreign languages;

Publishing short documents aimed at the classroom teacher which highlight key findings from APU monitoring which are significant for curriculum planning and for teacher assessment practice;

Enacting the 1981 Education Act, providing more effectively for children with special needs;

Cooperating with local authorities in adapting the pattern of schools to falling pupil numbers, while preserving where possible schools with a proven and sustainable record of success.

In the teaching force

Introducing new arrangements to strengthen initial teacher training, including the establishment of a new Council for the 501W Accreditation of Teacher Education to review all existing courses and the issue of new rigorous criteria against which courses will be assessed;

Establishing a special scheme of direct grants to LEAs to promote in—service training in national priority areas;

Setting up a National Development Centre to promote the management training of head teachers and senior staff.

Introducing a scheme to encourage more mature recruits to teacher training in craft, design and technology.

In further education

Setting out important decisions for vocational education and training in the White Paper "Training for Jobs";

The formation of the Business & Technician Education Council with an important role in the preparation of skilled manpower;

Introducing the new Certificate of Pre-Vocational Education (CPVE) as an additional option in the range of courses preparing young people for the world of work, and available in both schools and colleges;

Instituting a development programme with selected LEAs (CELP) aimed at increasing colleges' responsiveness to employers' needs and the awareness of the latter of college facilities;

Expanding the work of the Further Education Unit, giving it a new status and developing the presentation of its reports.

In adult and continuing education

Launching a programme (PICKUP) to promote provision for updating and broadening the skills of those in mid—career;

Initiating a programme for meeting more effectively the educational needs of unemployed adults;

Promoting the establishment of a national unit for the development of continuing education.

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In higher education.

Initiating a major debate, in consultation with others, on national higher education strategy into the 1990s;

Achieving a substantial reduction in unit costs it the local authority sector of higher education while promoting a major switch of students into sciences, engineering and other vocational subjects;

Establishing the new National Advisory Body with a planning function in the public sector;

Providing resources for information technology in higher education and for "new blood";

Encouraging the grant of credit for part qualifications and learning through experience;

Appointing a committee of enquiry (under Sir Norman Lindop) to review academic validation procedures in the public sector of higher education.

Generally in education.

Publishing reports by Her Majesty's Inspectorate and introducing arrangements for more systematic follow—up action, and publishing the annual HMI Report on LEA provision;

Enacting the Education (Grants and Awards) Act 1984 which enables the holder of my Office to support initiatives of national importance;

Introducing new arrangements for decision—making and management within the Department, aimed at greater efficiency and value for money.

In science

Maintaining the level of funding for science;

Making available additional funding for the British Antarctic Survey;

Initiating a substantial programme for research and training in information technology;

Setting in hand a review of high energy particle physics.