Parents 'place value on skills'

Skillfast UK wants vocational subjects to be well respected

The majority of parents (90%) believe schools should teach vocational and practical courses, as well as academic subjects, a survey suggests.

The poll of 3,000 parents also found over three quarters (78%) thought schools did not equip young people adequately for the world of work.

The survey, by Skillfast-UK, found 83% of parents thought teachers should have more contact with the business world.

Skillfast-UK said vocational subjects should be more highly valued.

The organisation, which represents the fashion and textiles sector, is alarmed by proposals by the Conservative party that it would give schools more league table points for teaching "hard" academic subjects, such as maths and physics.

We need entrepreneurs and skilled practitioners, as well as academics Linda Florance, Skillfast-UK

It fears this will discourage schools from teaching vocational subjects, to the detriment of industry and young people.

Linda Florance, chief executive of Skillfast-UK, said: "Education should be challenging - but academic subjects are not the only valid challenge.

"As our poll clearly shows, parents are in favour of schools teaching vocational subjects as a way of preparing young people for life after school, and we hear the same message from the business community.

"As an economy, we need entrepreneurs and skilled practitioners, as well as academics.

"Our education system should value both."

'Parity of esteem'

Chris Keates, general secretary of the teaching union NASUWT, said: "What this survey demonstrates is that local authorities and the government are not doing enough to promote to parents the excellent work schools are doing.

"It is essential that more is done to ensure that the information is given to parents to raise awareness of the extensive programmes available.

"But perhaps the most interesting aspect of the survey is the clear recognition by parents of the importance of vocational education.

"Those politicians who constantly condemn, undermine and deride curriculum changes designed to expand vocational opportunities and secure parity of esteem with academic programmes should take note."