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Changing patterns of participation and an ideological approach to reform have put vocational qualifications in the English education and training system in a constant state of flux since the late 1970s. This chapter focuses on the future of 'broad vocational qualifications' and argues that all vocational qualifications in the English system suffer from several related weaknesses which have been exacerbated by the development of General National Vocational Qualifications (GNVQs). These weaknesses are outlined and the GNVQ design and its effect on participation and achievement are analysed. In conclusion, the author says that developing stages of qualification design is just one part of the reform equation and that the future of vocational education would be determined not only by issues of design but also by contextual factors.

The monograph from which this chapter is taken is indexed at TD/TNC 68.248. Individual chapters are indexed from TD/TNC 68.249 to TD/TNC 68.261. Show less

In order to explore the detail of recent improvement trends, the paper analyses growth rates in full-time participation, attainment and progression in the period 1986/7 to 1993/4. It then attempts to analyse the relationship between participation, attainment and progression to explain why full-time participation is short-lived for many students, why progression rates remain low and what the impact is for many students studying post-16 on the basis of poor GCSE results.

The paper concludes that the rate of growth of participation, attainment and progression 16-18 is now slowing across the education and training system and that this slowdown could intensify in coming years, adversely affecting student flows required to meet revised National Targets by the year 2000. It goes on to pinpoint particular areas of concern in academic and vocational attainment and progression and supports the conclusions of other commentators who have argued for a gear change in policy in order to meet the Targets. Show less

This chapter analyses the period in England leading up to the Dearing Review. It outlines the historical development of 14-19 qualifications since 1991 and sets the Review within this context. It argues that for most of this period, actual changes to the system were largely determined by the relationship between the low levels of participation and achievement for 16-19 year olds, the qualifications system and arguments for the reform of the education and training system. The authors suggest that there is a need to build a consensus on the vision of the future English education and training system.

The monograph from which this chapter is taken is indexed at TD/TNC 68.248. Individual chapters are indexed from TD/TNC 68.249 to TD/TNC 68.261. Show less

This chapter argues that two different strands of development and debate in relation to modularisation have grown up on either side of the academic/vocational divide and that if modularisation is to be used as a tool in the design of a unified qualifications system, the developments and debates traditionally associated with either the academic or vocational track will need to be brought together and reconciled in a more common way. Reference is made to three different approaches to modularisation: (1) modular qualifications which is associated with the academic track; (2) unitisation of assessment outcomes which is associated with the vocational track; and (3) modular qualifications systems which is associated with a unified qualification system. The authors also situate the English debates about modularisation within the wider international picture and conclude that modularisation has a clear part to play in the design, structure and content of a more unified 14-19 qualification system as well as in the way the curriculum is assessed and delivered.

The monograph from which this chapter is taken is indexed at TD/TNC 68.248. Individual chapters are indexed from TD/TNC 68.249 to TD/TNC 68.261. Show less

This final chapter explores the process of change in reforming 14-19 qualifications. It looks at what may be involved in moving towards a unified qualification system and begins by making a number of conceptual distinctions which are intended to clarify the reform process. The authors then discuss barriers to change in the English system and explore strategies for moving to a unified system. The chapter concludes with a restatement of the vision of a unified system

The monograph from which this chapter is taken is indexed at TD/TNC 68.248. Individual chapters are indexed from TD/TNC 68.249 to TD/TNC 68.261. Show less

This chapter introduces the book, 'Post-compulsory education and lifelong learning across the United Kingdom: policy, organisation and governance'. The authors suggest that much writing on education focuses on schools. This book explores what is happening beyond schooling and discusses what is often referred to in the international literature as lifelong learning (e.g. Tuijnman and Schuller, 1998). The importance of extending initial education and training for young people, as well as ensuring that adults have access to learning across the life course, has become increasingly recognized by national governments as they grapple with the challenges of globalisation, technological change and, more recently, a widespread recession. The way that lifelong learning is funded, organized and governed is a hotly debated topic internationally since these matters can have a profound influence on wider political objectives, such as increasing access to opportunities, greater equity and improving quality of life. As the title suggests, this book looks at how post-compulsory education - education and training beyond the age of 16 but excluding higher education - is organized within the United Kingdom (UK), with a particular focus on England, Scotland and Wales.

Excerpt from published abstract reprinted by permission of the copyright owner. Show less

This article uses a multi-level ecological model to explore the dynamics of localities in England and their effects on the 14+ participation, progression and transition (14+ PPT) of young people at a time when nationally and internationally there is a recognition that transitions from education to employment are both more complex and take longer. Drawing on major research programmes, national enquiries and local studies, the article further develops the concept of a 'local learning ecologies' (LLEs) that represent localities in the physical, economic and social senses and that function as part of a multi-level ecological framework or system. The article exemplifies this concept by using qualitative research from one local study to provide insights into an LLE that shows characteristics of a 'low opportunity progression equilibrium'. The authors conclude by reflecting on international examples of skills ecosystems and suggest that expansive forms of local partnership and ecological governance can be used to begin to move LLEs towards 'high opportunity progression ecosystems'. However, they argue that because of the power of macro factors and the need to support equity and sustainability, these new forms of local networking will have to be nurtured by sympathetic national action.

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The Dearing Review of Qualifications was expected to provide a possible platform for future change to the English education and training system. However, as yet, there has been no consensus on either the future shape of the qualifications structure or on the stages of reform. This book focuses on 14-19 curriculum and qualifications debates of the Dearing Review and provides: (1) a vision of a unified 14-19 qualifications system which will overcome the divisions that are reflected in track-based qualifications which are preventing further increases in participation and achievement; (2) a critical review of the current system and the role of the three qualifications tracks; (3) an analysis of the Dearing reform agenda, focusing on the potential of a framework approach to build a consensus on a move towards a unified qualification system; and (4) an identification of barriers to whole system-wide change and proposes strategies for a 'steps and stages' approach to reform of the system. The chapters are: From the 1991 White Paper to the Dearing Report: a conceptual and historical framework for the 1990s / Ann Hodgson and Ken Spours; The Dearing Review of 16-19 Qualifications: a step towards a unified system? / Michael Young and Tom Leney; GNVQs and the future of broad vocational qualifications / Ken Spours; Reforming the work-based route: problems and potential for change / Lorna Unwin; Core skills, general education and unification in post-16 education / Andy Green; Modularization and the 14-19 qualifications system / Ann Hodgson and Ken Spours; Unitization: developing a common language for describing achievement / Geoff Stanton; Assessment and achievement / Tim Oates; Modes of student guidance in a changing 14-19 education and training system / A. G. Watts and Michael Young; Building institutional capability for national education reform: the case of the 'formative value-added system' / Ann Hodgson; The Scottish experience of reform: from 'action plan' to 'higher still' / David Raffe; Towards a unified qualifications system for post-compulsory education: barriers and strategies / Ken Spours and Michael Young.

Individual chapters are indexed from TD/TNC 68.249 to TD/TNC 68.261. Show less

London Councils commissioned this study to explore the dynamics of '17+ participation, attainment and progression' and to suggest a range of strategies that could be pursued by the London boroughs to increase the 'quality' of 17+ participation for young people in London. The main reason for this study is to understand why London does not perform better than the rest of the country in Level 3 study post-16 given its strong attainment profile pre-16.

The key questions for this project are: What are the main patterns of 17+ participation, attainment, retention and progression of London learners? What are the main strengths and weaknesses of London's patterns of 14 to 19 year old participation, attainment and progression compared with the rest of England? How far and in what ways does '17+ performance' vary across London boroughs and institutions? What are the main factors and dynamics behind the current patterns of 17+ participation and progression of London learners? Given these factors and dynamics, what strategies might be developed to improve 17+ participation and progression outcomes for London learners? The research so far suggests that broad attainment at Key Stage 4 is the best predictor of success in post-16 study and that young people need adequate preparation prior to embarking on Level 3 programs. The study also identified that there are a number of areas where schools need to improve their practice in order to reduce the risk of drop-out, drop-down and low attainment in Level 3 study post-16. Individual institutional policies and practices make a difference to learner trajectories and outcomes. The research also identified a range of useful examples of good practice in terms of strategies to support young people's participation, retention, attainment and progression on Level 3 programs that need to be more widely disseminated.

Excerpts from publication. Show less

The Just Transition (JT) can be understood as a combinational strategic concept (transition to net zero combined with climate justice) to support the transitioning to a more sustainable, socially just and peaceful world. While the JT is becoming increasingly prevalent in terms of policy development, both nationally and internationally, a major challenge is practical implementation at different levels of societal life. This article is intended as a conceptual think piece to explore the potential role of further and higher education (FHE) in England as a mediating force between national policy and the local and regional economic and skills terrains in support of the JT. The roles of learning and skills actors are explored via a three-stage methodology involving the synthesis of several groups of literatures. The first concerns a brief discussion of the JT, its definitions and its differing versions used by a range of social partners. The second focuses on the building of a theoretical framework - a 'Just Transition Social Ecosystem' - with particular emphasis on its intermediary levels. The third step sees the multi-level JT social ecosystem framework applied to technical and vocational education and training (TVET) and FHE to explore the different dimensions of sectoral and institutional mediation between individuals, communities and national systems in support of the JT. The final part of the article problematises the role of the vertically organised governmental state in the development of the JT Social Ecosystem Model.

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