Advertisement

Supporting Vocational and Technical Learning in Post-16 Education in England

  • Jaswinder K. DhillonEmail author
Reference work entry

Abstract

This chapter focuses on systems, policies, and processes for supporting vocational and technical learning in post-16 education in England. In England, this sector of education consists of a range of levels and types of provision in both public and private providers of further, adult, and continuing vocational and skills-based learning. The analysis considers expectations, challenges, and responses at the education system level, at institutional level and at practitioner level in the context of shifting government policies. At the system level, the analysis considers societal perceptions of academic and vocational learning and the provision and quality of training and continuing professional learning for VET teachers. At the institutional level, policies and support systems developed by VET providers to support students in colleges and workplaces in partnership with employers on different forms of college and work-based training, including apprenticeships, are considered. At practitioner level, the chapter examines teaching, learning, and assessment strategies used by VET teachers to enable vocational learning in different settings, from classrooms, workshops, and laboratories in colleges and simulated learning environments to work placements in real working businesses. To support the highest standards of vocational and technical learning, colleges, VET teachers, and employers have to work in sustained partnerships to provide inspirational teaching in innovative learning environments, both college-based and in workplaces.

Keywords

Supporting learning VET Post-16 education Vocational pedagogy Work-based learning Apprenticeships 

References

  1. AoC (Association of Colleges) (2017) English and maths. Available at https://www.aoc.co.uk/teaching-and-learning/study-programmes-central/english-and-maths
  2. Bathmaker A-M (2014) The perfect education for a person like me: vocational education and the “ordinary”, the “overlooked”, and the under-served 40%. Available at https://www.birmingham.ac.uk/schools/education/events/2014/06/professor-anne-marie-bathmaker-inaugural-professiorial-lecture.aspx
  3. BIS (Department for Business Innovation and Skills) (2015) Reviewing post-16 education and training institutions. Available at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/446516/BIS-15-433-reviewing-post-16-education-policy.pdf
  4. Boles N (2015) Funding allocations 2015 to 2016. Letter from Nick Boles to further education colleges. Available at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/447179/Minister_s_Termly_Letter_-_July_2015_Final__2__to_FE_Colleges.pdf
  5. DfE (Department for Education) (2016) Keeping children safe in education. Available at https://www.gov.uk/government/publications/keeping-children-safe-in-education%2D%2D2
  6. DfE (2017) Department for Education. https://www.gov.uk/government/organisations/department-for-education. Accessed 10 Dec 2017
  7. Dhillon JK (2004a) ‘Joining-up’: a study of partnership in post-16 learning. PhD thesis, University of WarwickGoogle Scholar
  8. Dhillon JK (2004b) An exploration of adult learners’ perspectives of using Learndirect Centres as sites for learning. Res Post-Compuls Educ 9:147–158CrossRefGoogle Scholar
  9. Dhillon JK, Bentley J (2016) Governor and course leaders’ reflections on HE in FE: strategic ambition and curriculum practice in two large colleges in England. Res Post-Compuls Educ 21:137–150CrossRefGoogle Scholar
  10. Dhillon J, Moreland N (1996) Participants’ experience of a competence based professional development programme: a case study. J Vocat Educ Train 48:367–384CrossRefGoogle Scholar
  11. Dhillon JK, McGowan M, Wong H (2008) How effective are institutional and departmental systems of student support? Insights from an investigation into the support available to students at one English university. Res Post-Compuls Educ 13:281–293CrossRefGoogle Scholar
  12. Dhillon JK, Howard C, Cooke V, Whittingham T, Holt J (2017) Stakeholder perceptions of outstanding leadership in schools and colleges in England. Paper presented at BELMAS annual conference 2017, Stratford upon Avon, England, 7–9 July 2017Google Scholar
  13. Greening J (2017) Education Secretary announces first new T levels. Available at https://www.gov.uk/government/news/education-secretary-announces-first-new-t-levels. Accessed 10 Dec 2017
  14. Holmes S (2017) A field analysis of a 14–19 educational partnership. Doctoral thesis, Sheffield Hallam UniversityGoogle Scholar
  15. Hooker BA (2016) The life stories of teachers in post compulsory education: a narrative exploration of teacher identity. Doctoral thesis, University of WolverhamptonGoogle Scholar
  16. Johnson A (2006) Further education ‘no Cinderella’. http://news.bbc.co.uk/1/hi/education/5053848.stm
  17. Leitch S (2006) Prosperity for all in the global economy – world class skills: final report. HMSO, London. Available at http://dera.ioe.ac.uk/6322/1/leitch_finalreport051206.pdf
  18. Longman Dictionary of Contemporary English (2017) https://www.ldoceonline.com/dictionary/cinderella
  19. NCTL (2017) National College for Teaching and Leadership webpage ‘About Us’. https://www.gov.uk/government/organisations/national-college-for-teaching-and-leadership/about
  20. Randle K, Brady N (1997) Managerialism and professionalism in the Cinderella Service. J Vocat Educ Train 49:121–139CrossRefGoogle Scholar
  21. Sainsbury D (2016) Report of the independent panel on technical education. Available at http://www.gatsby.org.uk/uploads/education/reports/pdf/report-of-the-independent-panel-on-technical-education.pdf
  22. SET (Society for Education and Training) (2017) Equivalence of QTLS and QTS. Available at https://set.et-foundation.co.uk/professionalism/qtls/equivalence-of-qtls-and-qts/
  23. Thomsen M, Karsten S, Oort FJ (2015) Social exchange in Dutch schools for vocational education and training: the role of teachers’ trust in colleagues, the supervisor and higher management. Educ Manag Adm Leadersh 43:755–771CrossRefGoogle Scholar
  24. Wolf A (2011) Review of vocational education: the Wolf report. Department for Education, HMSO, LondonGoogle Scholar
  25. Yorke H (2017) GCSE school league tables 2016: compare your school’s performance. Available at http://www.telegraph.co.uk/education/2017/01/19/gcse-school-league-tables-2016-compare-schools-performance/

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Institute of EducationUniversity of WorcesterWorcesterUK

Section editors and affiliations

  • Joy Papier
    • 1
  1. 1.Institute for Post-School StudiesUniversity of the Western CapeCape TownSouth Africa

Personalised recommendations