You might expect that 14 people debating a subject as important as our children's education could lead to some disagreement. But, to my surprise, the opposite happened. All in the room agreed that the CBI was acting hastily in criticising plans to introduce academic diplomas in science, languages and humanities in schools by 2011. Moreover,
there was dismay at what the CBI had said.

I personally remain mystified as to why an organisation which claims to represent the interests of British business has failed so spectacularly to see the significance of the biggest reform of secondary education in half a century.

I have been closely involved in the development of the entire suite of diplomas, which will combine work-based training with classroom study for 14-to-19-year-olds.

It is disappointing that the CBI has demonstrated a lack of leadership at such a crucial time, given that diplomas are being introduced next month. It is all the more confusing given the context of national and regional skills shortages. I frequently hear company bosses complain that they have trouble recruiting people with the right skills.

Diplomas, which are not so much a qualification as an over-arching framework bringing together academic and vocational elements, have been designed, in part, to address this very problem.

They are designed to be flexible, allowing young people to study to a range of levels, so individuals can follow the route best suiting their ability and aspirations and providing the necessary stretch.

Diplomas will guarantee "functional skills" in English, maths and ICT, as well as depth and breadth of learning and vital employability skills.

Armed with diplomas, some young people will remain in education, and some will enter the workplace. All will be better equipped with the skills and knowledge to meet the demands of a globalised economy.

It is simply wrong to say, as the CBI suggests, that the entire suite of diplomas don't have the support of the business community. Companies large and small across the region have grasped how beneficial diplomas could be for them and are embracing these qualifications.

A recent event organised by Leeds Chamber of Commerce, and hosted by the University of Leeds, attracted more than 300 representatives from across the city, including 40 businesses.

BT is an enthusiastic advocate, both locally and nationally. Carillion, the infrastructure group, is too. Toyota and AstraZeneca are among the big-hitters which have thrown their weight behind these qualifications.

Diplomas will offer a new way of learning, which provides an educational framework that will be interesting, challenging, and stretching for the brightest youngsters while also stimulating young people across a whole range of abilities.

Students taking diplomas will gain the experience of learning in a practical environment. In so doing they will understand context and achieve deep learning. They will also develop skills in critical thinking, independent learning, teamwork, problem-solving and communication. These are among the skills that businesses are calling out for.

I am looking forward to a period of serious engagement and consultation with UK industry about the importance of the entire suite of diplomas.

There is a golden opportunity to revitalise secondary education and make a more effective, equitable system for all to produce the
school-leavers and graduates upon whom the future prosperity of our nation depends.

Professor Michael Arthur is Vice-Chancellor of the University of Leeds and is a member of the Department of Children, Schools and Families' experts' advisory group on diplomas and the 14-19 reforms.