A new information technology (IT) qualification for students aged 14-19 years old has had a mixed reception.

Overall it is seen as a positive step but there are warnings to monitor the initial pilot phase closely for any glitches.

The Diploma in IT is one of five new qualifications planned by the Department for Education and Skills (DfES) and has been developed by a partnership of employers, schools, colleges, and awarding bodies.

Diplomas will be offered in some areas of England from 2008 but are expected to be available in all schools from 2013. The diploma has been designed to appeal to a wide cross-section of young people by not only preparing them for possible careers in IT but also to use technology in their day-to-day lives.

Topics will include the internet, multi-media solutions, technology in music and technology in sport.

Martin Ward, deputy general secretary at Association of School and College Leaders (ASCL), has praised the diploma as a “creative approach to IT", and says it will probably be a popular subject.

“The diplomas are a good idea and as an association we approve of them. Although many children are already aware of IT, [this] diploma is valuable as it will teach children skills that they can use in IT later on in life. It is seen as a positive step amongst our members," he told Computeractive.

Karen Price, the chief executive officer of e-skills, the sector skills council for IT and telecoms, agreed and said it marks a new approach in technology related education.

“We believe that the introduction of the Diploma in IT provides a valuable opportunity to reform and revitalise IT education for young people," she said.

However, not everyone has been as enthusiastic. In a report to the DfES, MPs have voiced concern. The Education and Skills Committee urged caution during the first year the diploma is introduced and sees this as an “opportunity to remedy any problems arising”.

The problems anticipated by the Select Committee included insufficient involvement of some key players such as teachers, lecturers and awarding bodies and that the diplomas could burden an already “crowded” curriculum.