241 Pizza

Hence the new qualification of diploma, quoted as bringing “learning to life”, and a course that is to be followed by aspirant hairdressers and future Oxbridge scholars alike.

Not surprisingly, the independent sector has not welcomed these new diplomas with rapturous enthusiasm. Why would it?

Diplomas are made up of four components: principal learning; functional skills; personal, learning and thinking skills; and additional or specialist learning.

Principal learning is subject-specific learning. So, when the diplomas in science and maths, humanities and languages begin in 2011, this is the bit where students will acquire their science and humanities and languages. But principal learning will only occupy 50% of teaching time and at least half of this again will be applied — ie practical learning, set in a work-related context.

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This is fine, I suppose, if you want to undertake a beach safety management programme, but not so good if you have set your sights on a serious course at an academic institution.

Ministers will reply that more than 100 universities are interested in the diplomas. Maybe, but it is not difficult to predict which institutions might be keen and which might not.

Sixteen-year-olds thinking about their future studies need to understand that places on highly competitive courses at top universities demand real and relevant academic knowledge. This means A-levels, however debased they might be, or the IB or pre-U.

The A-levels, moreover, need to be in the right subjects. Anyone wanting to read English, for example, at Bristol needs three A grades. Critical thinking and general studies, two popular, makeweight subjects are specifically ruled out and I doubt whether a candidate who has opted for media studies will make much headway against somebody who has studied, say, French or history.

Cambridge requires applicants to have taken at least two traditional subjects and has listed A-levels such as media, sport and business studies as unlikely to be an effective preparation for a degree. Indeed, with the exception of religious studies, my advice to an academic 16-year-old would be to avoid

any subject that has “studies” anywhere in its title.

Such subjects proliferate. The government’s education reforms constitute a relentless attack on academic excellence. So-called personal skills such as teamwork, creative thinking, reflective learning and self-management are deemed to be more important than traditional academic disciplines.

The tragedy is that this destructive nonsense will exacerbate the already yawning divide between the state and independent sectors. Independent schools will enter their students for academic qualifications; state schools will be stuck with the diploma. Fewer state school students will enter top universities.

Mr Balls’s successors will no doubt scratch their heads and wonder why.

Chris Woodhead was chief inspector of schools from 1994 to 2000

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