Abstract
This chapter argues that there is escalating awareness, at policy level and within education and training providers, of the need to remove unnecessary discontinuities in the education and training system in England. I present a listing of key factors which explain differences between the academic and vocational tracks in the system and outline the extent to which policy activity and development work are being directed at them. The chapter looks particularly at the role of GNVQs (General National Vocational Qualifications), which were introduced in England, Wales and Northern Ireland in 1992. The original aim of this innovation was to rationalise those qualifications with a vocational focus which are delivered in educational settings. Moving out of the 1992–3 pilot phase (9000 candidates in 105 schools and colleges), GNVQs have enjoyed a rapid take-up, responding to strong demand from institutions and students. In 1993–4 participation increased to 1400 schools and colleges and 82,000 students; by’ 95–6 the qualification had enjoyed rapid growth, to include over 2000 schools and colleges and a year cohort of over 240,000. A substantial pilot started in September 1995 and comprising of 500 schools from September 1997, is exploring the introduction of ‘Part One GNVQs’ into pre-16 education (Dearing, 1994). It is this strategic move, in particular, which has thrown into relief some of the differences and tensions which the UK has to resolve if the system is to move to a more unified system, and away from rigid academic and vocational tracks.
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Oates, T. (1998). A converging system? Explaining difference in the academic and vocational tracks in England. In: Nijhof, W.J., Streumer, J.N. (eds) Key Qualifications in Work and Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-5204-4_7
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DOI: https://doi.org/10.1007/978-94-011-5204-4_7
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