Diplomas are the poor relation of A levels and will not transform the school system, education experts will say in a report today that will be seen as a devastating attack on one of the Government’s pet projects.

The 14-19 diplomas, which will be introduced next year, are designed to end the divide between practical and academic learning.

Ed Balls, the Schools Secretary, hopes that they will become the “jewel in the crown” of the education system, making the A level redundant. But according to a report by education experts, the diplomas are “the latest in a long line of broad vocational qualifications occupying the ground between academic qualifications and apprenticeship” and would “suffer in the shadow of A levels”.

The Nuffield Review, led by Professor Richard Pring, from the University of Oxford department of education, said that the introduction of the diplomas had been rushed.

When the Government released details of the new diplomas last month there were three academic subjects (science, humanities and languages) but the original 14 were more vocational, raising questions about whether they could compete with A levels. The subjects included hair and beauty, travel and tourism and society, health and development.

Of the first diplomas, the report said: “Such middle-track qualifications have in the past been regarded as an alternative for the less academically able and the review predicts that teachers will view diplomas in the same way — with A levels and GCSEs remaining the more prestigious qualifications.

“It is unfortunate that the three new diploma lines will be developed later than their vocational counterparts, as this means the diploma brand will have to forge its identity as a broad vocational qualification.” The Government had to decide now, the report said, whether GCSEs and A levels would run alongside diplomas or be included in their framework.

Ministers scrapped next year’s scheduled review of A levels, announcing instead that all qualifications for 14 to 19-year-olds would be reviewed in 2013. But the report’s authors said that the reform of A levels could not wait until then. Dr Ken Spours, from the University of London’s Institute of Education, said: “The diplomas will not transform the 14-19 system. As long as A levels remain unreformed, diplomas will end up being regarded as a poor relation.”

Diplomas are designed to appeal to employers by giving pupils a grounding in core subjects and practical skills. Several universities said that they would accept the engineering diploma as entry to their degree courses.

The report’s authors, who have been evaluating high school education since 2003, questioned the purpose and role of the diplomas. They also criticised the “lack of genuine involvement of qualifications experts, practitioners and awarding bodies” in the diploma’s development. But Professor Pring said that they did offer some benefits. “There is, no doubt, enthusiasm from many schools and colleges for the opportunity that diplomas may provide for a more flexible approach to the curriculum.”

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