GoogleTranslate Service


Vocational Education and Training Research in the UK

August 31st, 2018 by Graham Attwell

Next week I am going to the European Conference on Education Research (ECER) taking place in Bolzano in Italy. I am talking in three sessions, one about changing identities in work, one on research around the use of technology in vocational education and training and the third on Vocational Education and Training research and innovation agendas in Europe.

The latter is an initiative by Monica Moso from the Bankia Foundation in Spain and is organised as a round table with researchers from Spain, UK, Germany and Switzerland.

I am reporting on the UK in response to three questions Monica has asked:

  • Question 1: What is the characterisation of the country’s existing VET R&D?
  • Question 2: What are the major contemporary challenges to the country’s existing VET R&D?
  • Question 3: Is there a national policy or strategy for VET R&D? If not, an informal agenda? How is it?

In order to answer the questions Monica asked us to select and prioritise the main research areas in VET in each country. For the UK I prioritised the following areas:

  1. Economic development and VET
  2. Changing Labour market
  3. Apprenticeships/ internships/ workplace learning
  4. VET policy, organization and management
  5. The Salience of work
  6. Qualification research
  7. Careers
  8. VET teacher education and teacher behaviour
  9. Vocationalisation of higher education
  10. VET and Society

I noted that researchers in VET are drawn from a wide number fo different subject areas and attached to different university departments including:

  • Anthropology
  • Educational studies
  • Educational sociology
  • The study of higher education policy
  • Sociology
  • Psychology
  • Industrial relations/human resource management/personnel management
  • Economics
  • Labour economics
  • Geography
  • History
  • Politics and policy studies
  • Gender studies
  • Ethnic relations
  • Continuing education
  • Hotels, catering and leisure studies
  • Management studies
  • Engineering and manufacturing systems.

Monica asked us to characterise the state of VET research in our countries and to expand on the issues researchers face. This is my reply for the UK:

  • Extreme fragmentation, with research located in a multiplicity of institutional and disciplinary settings
  • Lack of stable funding / resources – funding from a very wide range of sources.
  • Lack of central research networks / infrastructure / knowledge exchange mechanism
  • Lack of reflexivity in the research / policy process, with a lack of a feedback loop between policy makers
  • Dislocation between research, policy formation and implementation
  • Ideology driven policy agendas
  • Frequent changes in policies and lack of thorough evaluation of their impact
  • Austerity and lack of funding in further education sector
  • Poor or non existent data

 

I noted there is no national policy or strategy for VET rsearch and development in the UK. However, at present the government is funding a VET research unit based at the London School of Economics (CVER)

The priorities set for the LSE unit appear to reflect government priorities, namely:

  1. Describing the Further and Vocational Education landscape in England
  2. How does vocational education affect individual prosperity, firm productivity and profitability, and economic growth?
  3. How can the quantity of ‘high quality’ vocational education provision be improved?
  4. How do the costs and benefits of vocational education influence individuals’ participation decisions

These areas reflect the informal agenda set by the government which is largely ideologically driven.

Some VET research is funded by the Economic and Social Research Council – e.g the LAKES project at the Institute of Education

There are a wide range of different sources of funding for VET research. These include:

  • Foundations and trusts
  • Government departments and agencies
  • Political parties
  • Trade Union Congress (TUC) and trade unions
  • Confederation for British Industry and industry organisations
  • Professional bodies
  • Royal Society for the Arts
  • Careers organisations
  • Industry education bodes
  • Local Economic partnerships

There is no central mechanism for deciding the knowledge needs of the VET system – nor for agreement between participants on the main problems. Whereas in some areas such as apprenticeship there is general consensus as to its importance the policy implementation is contested. Ultimately policy options are imposed by central government. At least in rhetoric, there is considerable reliance placed on the views of employers.

All in all it is a fairly depressing picture. Is there anything I have forgotten?

 

Comments are closed.

  • Search Pontydysgu.org

    News Bites

    Digital Literacy

    A National Survey fin Wales in 2017-18 showed that 15% of adults (aged 16 and over) in Wales do not regularly use the internet. However, this figure is much higher (26%) amongst people with a limiting long-standing illness, disability or infirmity.

    A new Welsh Government programme has been launched which will work with organisations across Wales, in order to help people increase their confidence using digital technology, with the aim of helping them improve and manage their health and well-being.

    Digital Communities Wales: Digital Confidence, Health and Well-being, follows on from the initial Digital Communities Wales (DCW) programme which enabled 62,500 people to reap the benefits of going online in the last two years.

    See here for more information


    Zero Hours Contracts

    Figures from the UK Higher Education Statistics Agency show that in total almost 11,500 people – both academics and support staff – working in universities on a standard basis were on a zero-hours contract in 2017-18, out of a total staff head count of about 430,000, reports the Times Higher Education.  Zero-hours contract means the employer is not obliged to provide any minimum working hours

    Separate figures that only look at the number of people who are employed on “atypical” academic contracts (such as people working on projects) show that 23 per cent of them, or just over 16,000, had a zero-hours contract.


    Resistance decreases over time

    Interesting research on student centered learning and student buy in, as picked up by an article in Inside Higher Ed. A new study published in PLOS ONE, called “Knowing Is Half the Battle: Assessments of Both Student Perception and Performance Are Necessary to Successfully Evaluate Curricular Transformation finds that student resistance to curriculum innovation decreases over time as it becomes the institutional norm, and that students increasingly link active learning to their learning gains over time


    Postgrad pressure

    Research published this year by Vitae and the Institute for Employment Studies (IES) and reported by the Guardian highlights the pressure on post graduate students.

    “They might suffer anxiety about whether they deserve their place at university,” says Sally Wilson, who led IES’s contribution to the research. “Postgraduates can feel as though they are in a vacuum. They don’t know how to structure their time. Many felt they didn’t get support from their supervisor.”

    Taught students tend to fare better than researchers – they enjoy more structure and contact, says Sian Duffin, student support manager at Arden University. But she believes anxiety is on the rise. “The pressure to gain distinction grades is immense,” she says. “Fear of failure can lead to perfectionism, anxiety and depression.”


    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      pbwiki
      Our Wikispace for teaching and learning
      Sounds of the Bazaar Radio LIVE
      Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

  • Twitter

  • RT @John__Field Boost digital skills or leave workforce “ill-equipped for jobs of the future”, Open Knowledge Foundation warns holyrood.com/articles/news/…

    About 2 days ago from Cristina Costa's Twitter via Twitter for Android

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events

      There are no events.
  • Categories