The authors provide an overview of current policy in the 14-19 area. They cover changes to 14-19 education, diplomas, and work-based learning in the context of new developments. They provide a comprehensive and up-to-date account of the new 14-19 phase with a focus on A levels and GCSEs, the new 14-19 Diplomas vocational learning and institutional collaboration. Drawing on international and historical analysis, recent research and practice and interveiws with policy actors, the authors set out the case for a more unified and strongly collaborative approach to the organisation of upper secondary education in England. The book is intended for education practitioners, policy-makers and researchers. It is for PGCE students on new 14-19 courses, and for those following Masters level courses on 14-19 curriculum and training. The authros are both co-directors of the Nuffielld Review of 14-19 Education and Training in England and Wales, which is a six-year independent review of all aspects of 14-19 policy, research and practice funded by the Nuffield Foundation. The Review is based at the Department of Educational Studies, Oxford University.

Vocational Learning, Employers and the Work-Based Route

Vocational learning, employers and the work-based route

The Role of Vocational Learning in England

In this chapter we examine vocational learning in the context of 14–19 education and training. We look at the relationship between general education, government funded vocational education in schools, colleges and private providers, as well as work-based programmes, with the exception of those for 16–19-year-olds in full-time paid employment. Stasz et al. (2004: 1) use the term ‘vocational learning’ to describe ‘any form of activity and experiences leading to understandings or skills relevant to work’ and we will work within this broad definition. However, in some parts of the chapter we need to make a distinction between vocational learning that takes place within educational institutions and ...

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