It probably depends on the subjects that people are studying and the combination of subjects and the institution. Generally, in college, even if they're doing A-levels, they go out on some community projects or work-related education, without the Welsh bac—even if they're not doing that. So, it does depend on the subject, I think.
I think there's a real danger of us perhaps becoming overly critical here as well of the Welsh bac in terms of—I don't think it's perfect by a long way, however, learners are getting some value out of that process. Certain learners in departments where they have really worked hard to contextualise the Welsh bac within the vocational area, within the A-level subjects that the learners are doing, are finding it very rewarding. So, there are some very positive things coming out there. I think what we're suggesting is there may be even better ways of doing it and better ways of explaining to people what it's about.
On this point about the skills being developed, I think that's debatable if all the skills that are supposed to be developed in the Welsh bac are being developed, and that's why I think there's a need to relook at it to make sure those skills are being developed fully. But I will go back to the point that I think a comparable qualification is comparable as long as it achieves the right outcome for that particular learner. If you force a learner to do something that is not necessarily going to achieve the outcome that they require in their future, is it the right thing to be doing for that learner? That's what my concern is.
I think the baccalaureate approach is best at producing independent, inquiry-based learners who have the skills to look to teachers not as sources of information but just for guidance. That whole sort of approach about creating inquisitive young people with the skills that we've discussed, that's a real positive. The chances are that we've lost some of that by trying to fit it into being a specific qualification. The approach is a positive one.