New education leadership in England signals a potential shift away from the recent curriculum and assessment review, raising concerns among educators and experts about the future direction of secondary education. Lucy Powell, the newly appointed education secretary, and Andy Burnham, now a prominent figure in regional government, are reportedly aligned in their ambition to prioritize vocational and technical qualifications, a move seen as potentially disruptive to schools and colleges preparing to implement the current review.

The curriculum and assessment review, initiated under former education secretary Bridget Phillipson shortly after the last general election, was near implementation. However, Powell is believed to view the review as "not quite closed off," leaving room to redefine education policy to emphasize practical skills and vocational pathways. This approach echoes Burnham’s previous work as mayor of Greater Manchester, where he developed the Manchester Baccalaureate (MBacc), a suite of qualifications tailored to local employer needs, designed to complement core academic GCSEs by offering routes into sectors such as health and social care, construction, and the green economy.

Political observers anticipate increased focus on skills-based education after age 16 and a move toward devolving greater education powers to regional authorities under the current administration. Officials expect further details from Powell in the coming weeks as she outlines plans to broaden curricula and provide more diverse educational routes to support prolonged engagement in learning.

Powell’s past statements, including a 2018 tweet questioning the value of the “tough” GCSEs in favor of coursework-based qualifications, have stirred debate. She argued that practical, project-based assessments better equip students for employment, challenging the notion that final exams provide a fairer measure of student ability. Powell emphasized that employers have expressed a clear preference for skills developed through coursework, despite concerns that coursework advantages students with more parental support.

Educators and critics have voiced apprehension about a return to increased coursework, especially considering the growing influence of artificial intelligence, which some say complicates the integrity of project-based assessments. Teachers warn that coursework may not accurately reflect academic performance and could inadvertently reinforce social disparities. Laura Trott, the shadow education secretary, described a coursework emphasis in an AI-driven era as “an absolute disaster,” likely to disproportionately harm disadvantaged students.

Jonathan Simons, co-founder of a free school and former advisor in Downing Street, questioned the rationale for revisiting the recent review’s comprehensive conclusions, describing them as “weighty and sensible.” Meanwhile, Powell’s previous criticism of primary school spelling tests as “draconian” and “ridiculous” has added to scrutiny of her educational philosophy.

Since its introduction, the Manchester Baccalaureate has faced criticism for slow adoption, despite its aim to offer a practical alternative to the English Baccalaureate by connecting education more directly to regional economic needs. Whether this model will influence broader national policy under the current education leadership remains to be seen.