Introduction

This book has two aims. First, it presents a critical evaluation of a number of existing baccalaureate models; and second, it presents the case for major reform of the 14-19 curriculum.

Since A levels were introduced in 1949, attempts to reform the system have been incremental and piecemeal. For example, although the Curriculum 2000 reforms aimed to promote greater subject breadth at Advanced level and to raise the status of vocational education and training, in reality the changes that have taken place have been largely nominal. A levels were replaced by AS and A2; AVCEs (or Vocational A levels) replaced GNVQs; Advanced Extension awards replaced S level papers, and a new Key Skills qualification was introduced. These revisions have done little to allay the growing criticism of the current state of post-compulsory provision but have, in fact, intensified the debate on how the system can best be reformed.