Opinion
Strength in numbers
What must true collaboration look like? SueKirkham, a specialist with the Association of
School and College Leaders, discusses
n 2007, the Association of School and College the learning taking place and we have heard many
I
Leaders published a book by Robert Hill positive accounts of the first year of Diplomas.
entitled Achieving More Together: Adding Value Organisational issues, such as timetabling and
Through Partnership based on extensive research transport, remain challenging, but those involved in
on a wide range of partnership working. Phase 1 are convinced that these challenges can be
Mr Hill’s conclusions included evidence that overcome. Despite the massive effort by consortia
partnership working does add value, but that the to establish the Diploma and Diploma partnerships,
value would be greater if the existing tensions they are still proving hard to sell to students and
between collaboration and competition exemplified their parents, particularly at Foundation and
in funding, performance tables, and inspection Advanced levels. Diplomas are seen as highly
arrangements were eased. motivating for some, but not yet really mainstream.
These tensions remain and continue to concern There needs to be better public understanding of
those of our members not yet fully convinced of the the qualification system as a whole and the nature
value of Diploma engagement. nowhere is the success of Diplomas in particular. There is still a limited
of partnership working more crucial than in Diploma understanding about what the applied nature of
development, and it is hardly surprising that the Diplomas really means and too many people still
greatest successes we hear about from our members believe that this is the same as a vocational course.
are located in strong partnerships which were already Though we welcome diversity, we know that
established, having been developed over time. diversity creates complexity and complexity creates
“It takes time to build the trust that enables confusion. In such a situation, people will default to
partnerships to go deep,” was another what they know – A levels and GCSEs.
finding from the research, and We welcome the increasing recognition of
we are more convinced than Diplomas by higher education and hope that this
ever that collaboration is reassures parents and students who are considering
not a quick fix. It needs embarking on a Diploma. The Diploma is still a
huge commitment very new qualification, taken by a small number
both locally and of students, and should not be dismissed simply
nationally. because the take-up numbers are currently low. This
These long- tends to be the case with any new qualification,
standing partnerships especially in a case such as this where the various
have been able to Diplomas are being introduced year by year. The full
use their experience picture will not become clear for some years.
and the skills they have We are therefore committed to the development
developed to face up to of a General Diploma, embracing A levels, GCSEs,
the organisational challenges vocational qualifications, Functional Skills, work-
inherent in the complexity of related learning, and an Extended Project. This would
Diploma working. They have developed mean that all students were equipped by the age of 19
a shared vocabulary and set of protocols, with a wide range of skills and experience. It would
which are now being used to move their joint also tie together a diverse range of qualifications into a
work forward more rapidly and smoothly. coherent whole which would more quickly gain public
Experience indicates that where partnerships understanding and support. All students would be
are imposed rather than given time to develop aiming to achieve a Diploma (or several at different
they are not as successful. Long experience levels) during the 14 to 19 phase; some would be
of working together has also enabled some specialised, some would be general. I believe that this
partnerships to challenge some of the tensions is the glue that could hold the system together. DD
and use collaboration for the benefit of all local
students, rather than those of a particular institution. • Sue Kirkham is an education policy specialist with the
Teachers, lecturers and students engaged in Association of School and College Leaders. Visit
Phase 1 Diplomas are generally enthusiastic about www.ascl.org.uk
14 Delivering Diplomas • Volume 1 No 1 Autumn 2009
14-15 Opinion.indd 8 17/9/09 18:11:14
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