Basically the outcome of the condition or in other words the end results of the subject's views on an issue or a particular subject should be treated with fairness or egalitarianism so as to reduce or utmost get rid of the differences between the people or the society that has issues to tackle. This is often referred to as equality of outcome (Equality of outcome). This is achievable if the societies at large join in hands in promoting equality of outcome so as to give a chance to any individual, subject, idea, notion e.t.c that has any point of observation to make on a particular subject.
In regard to this subject it seems that there have been milestones in tackling the issue of review and development of academic and vocational curricula at the level 14 - 19 due to differences in calibre, stand, position and ranks of the education. Hence this has led to disarray in the education arena since the indifferences that have cropped up is visibly demonstrated between the various groups on this issue regarding whether the review is feasible or not. Definitely it is explicitly visible that equality of status is looming on this review and development of academic and vocational curricula of 14 - 19 level, since indifference has cropped up hence the debate is still an issue to tackle with a lot of keenness due to the challenge of chronological antagonism on vocational education compared to academic education in terms of its qualification status. There are also sharp and unresolved indifferences between the ministers or government's spear leaders and the school specialist bodies in education and personalities such as Mr. Tomlinson's inquiry and Chief Inspector David Bell among others on this education development and reforms issues of 14 - 19 level.
Brief Opinions Reviews on Curricula
Tomlinson's Inquiry Opinion Reviews
Tomlinson's work and inquiry was basically aiming at proposing new curricula for the students primarily those at level 14 - 19. The proposals were an overhaul of the existing curricula system in that there were things in the system to be critically analysed and be overhauled. The initial suggestions on the new curricula which aimed at reviewing and development of the new curricula by Sir Tomlinson's inquiry suggested that there be fewer external examinations until 18 where the secondary school's GCSEs and A - Levels was to be replaced with a four (4) level diploma qualification by 2014 (TES, 16th Oct 2004). Furthermore, it was keen in suggesting the following proposals in that A - Levels would be cut from six modules to four modules, formal coursework to be abandoned in many subjects, and be replaced by a single, cross-curricular project at advanced level, the diploma to be offered after completion of the studies to be graded at pass, merit and distinction levels, all the teachers to be trained as chartered or licensed examiners to administer internal evaluation in schools, all students to take compulsory courses in functional Maths, English and Information Technology, within the next three to four years, and an advanced extension awards and a compulsory project to be incorporated into A-levels, which would have A* and A** grades (TES, 16th Oct 2004). As for the suggestions presented to the government, the government had not come into terms with these suggestions. Therefore, the