John Brennan: For Tomlinson's diploma to work, ask the colleges

Recent Government statistics showed that the proportion of young people gaining five good GCSEs at school increased by just half a percentage point since last year: 46 per cent still don't reach this standard by 16.

Recent Government statistics showed that the proportion of young people gaining five good GCSEs at school increased by just half a percentage point since last year: 46 per cent still don't reach this standard by 16.

By offering teenagers the chance to progress at their own pace from 14 through to 19, Mike Tomlinson's four-stage diploma would enable many more young people to reach this standard. Contrary to the critics, this does not mean "all must have prizes". Rather, everyone could fulfil their potential, regardless of whether their aptitude is academic or vocational.

Tomlinson has won support from independent schools to further education colleges. Sadly, the same backing has not yet been forthcoming from politicians. Both Tony Blair and Michael Howard seem to want to cherry-pick from the report.

Yet the diploma is no untried proposition. It is modelled on successful college initiatives such as the Newham College Access Diploma (NewCAD). The credit-based diploma system was introduced by the East London college in 1998 for learners who found existing qualifications unsuitable. NewCAD is flexible, but with clear requirements: students must pass compulsory elements and modules that reflect the learner's own interests. Students can add credits every six weeks in a way that motivates them to keep studying.

As Martin Tolhurst, the college's principal, says: "In any area of modern life, flexibility is key." NewCAD is a success: enrolments, staying-on rates and achievement have all risen substantially.

Far from tinkering with Tomlinson, ministers should see how his proposals could revolutionise vocational education. At the AoC's annual conference in Birmingham later this month, we will not only be hearing from Tomlinson; one workshop will consider whether 14-year-olds should be able to enrol full-time at colleges, instead of schools. With appropriate pastoral support, young people could find colleges better equipped to deliver their diploma, particularly in vocational specialisms, with the guarantee that core skills - including communication, information technology and maths - continue to be taught.

More than 100,000 14- and 15-year-olds spend at least a day a week in college and the workplace. They are better learners as a result. FE is well placed to tailor a mix of college-based learning and practical work experience to those who could benefit most. The potential is certainly there for as many as 200,000 students to be on such programmes at any one time.

The main objection raised to opening colleges to teenagers from the age of 14 is a legal one - that it would mean lowering the school-leaving age. But there could be room in the forthcoming Education Bill for a clause that places colleges and schools on the same footing for the purposes of compulsory education. This would build on the Tomlinson proposals in an imaginative and practical way.

Charles Clarke, the Education Secretary, has five tests for Tomlinson. Two relate to exams: the need to stretch the most able and to reduce the burden of assessment. The diploma would achieve both.

The other three are: vocational - will it address the historical failure to provide a high-quality vocational option that motivates young people?; employability - will it prepare all young people for the world of work?; and disengagement - will it stop our high drop-out rate at 16? If those are the questions, college-based diplomas could be a big part of the answer.

The writer is chief executive of the Association of Colleges