ABSTRACT
In comparison with other European systems, England is unusual in not having a national grouped award that is recognized both as a school-leaving certificate and matriculation for higher education. The most well known approach to marking achievement at the end of secondary education in European systems is the award of a national or international baccalaureate-style qualification, which demonstrates achievement in a range of subjects and contains some common learning for all students (see Chapter 2). Moreover, this form of accreditation has played a role in raising levels of participation and achievement, and has proved itself adaptable enough to embrace both academic and vocational learning. In instances where there is a vocational route for attaining a baccalaureate, there is an expectation that the majority of the cohort will attain this level of study. In the French case, for example, the Baccalauréat with its three main variants (general, technical and professional) has been designed to enable at least 80 per cent of the age group to achieve advanced level (see Chapter 4).
