Recent History

A brief history of the National Baccalaureate Trust

Recent History

The National Baccalaureate Trust was formed following a series of meetings hosted at Highbury Grove School in London during 2014-15.

A very wide range of institutions and organisations from across the education sector engaged in these discussions. A strong consensus emerged from the summit events suggesting that a National Baccalaureate for England would bring significant benefits to learners in all educational settings across the country, building on the best features of other baccalaureate models and using existing qualifications.

The National Baccalaureate Trust has been formed in order to promote the National Baccalaureate for England as a curriculum framework for all schools and colleges. The Trustees are all people who have supported the initial discussions, representing a cross-section of educational organisations.

Various attempts have been made to launch a baccalaureate-style curriculum framework for England in the past. The Tomlinson Report on 14-19 Curriculum Reform, published in 2004, was the most recent attempt at a national level.

Professors Ken Spours and Ann Hodgson from UCL Institute of Education give an account of the development of these ideas in their paper Developing a national baccalaureate system in England: A policy learning approach.

The abstract from “Developing a national baccalaureate system in England: A policy learning approach”, states:

This paper, written for the first convention of the National Baccalaureate Trust, suggests that there is an emerging baccalaureate era in England, but that its future shape remains uncertain because of a lack of settled will about the purposes and functions of upper secondary education and a ‘knowledge gap’ in previous 14-19 reforms and baccalaureate ideas. The paper aims to address this knowledge gap by applying three dimensions of policy learning – international understanding; historical understanding/the exercise of policy memory and whole-system understanding. Through a policy learning approach we hope to create shared knowledge and the identification possible curriculum tools to support the building of a national baccalaureate framework that can command widespread support in the English context.