The Relationship between Vocational and Academic Education
Carla George (University Of Warwick- Education Researcher) February 2019
The Relationship Between Academic and Vocational Education Abstract- The paper is a brief overview that further explains on the characteristics of academic and vocational education. It also explains on possible ways of bridging the gaps and issues explored by other researchers.
Introduction I have investigated various researchers that have produced stats and surveys to support their evidence and to target specifically how the relationship can be established between academic and vocational education. I decided to review the historical background of existing vocational education. Thortnton A, Wits R explain within the Apprenticeship Survey 2018 report in the 1980s colleges provided pre-vocational programmes that offered a variety of courses relating to preparing for work not relating to specific job roles. During 1990 they further explained that Youth Training programmes was developed to target unemployed 16 –17year olds delivered by training providers underneath the Local Training and Enterprise Council contracts. Examining this they have referenced Pring 1995 that prevocational training should focus on promoting the following features such as the world of work, socialisation relating to guidance and counselling, personal learning agenda, working and communicating with others. There are a variety of opportunities for pursuing vocational education after finishing secondary schooling as follows: • • • •
Qualifications within the National Qualifications Framework (NQF)/the Qualifications and Credit Framework (QCF); other qualifications outside the NQF/QCF (e.g. RSA or City & Guilds, vendor qualifications offered by Microsoft and others) Short training courses (not necessarily leading to a qualification)
During the 1990s General National Vocational Qualifications were targeted to those who wanted to explore other opportunities but unsure if they wanted to pursue specific NVQ qualifications. They were designed undertake a generalised approach at the following levels: Foundation, Intermediate and Advanced for 14-16 years old. The aim is to support a gradual approach that will equip them if they were to decide pursue work or further vocational opportunities. The governments current agenda is to broaden opportunities and bridge the skills gap. Vocational courses overall aim to build confidence, increased productivity, targeting the labour market, improved motivation and behaviours. People with high qualifications stand a better chance of securing employment as described Thortnton A, Wits R. This is data taken from the Apprenticeship Survey 2018 report. The highest qualification is Level 5 equivalent to Degree level. The data shows that only 5% percent only holds these types of qualifications whilst 18-22% if those hold a Level 4 to a Level 2 qualification. Higher education establishments provide some vocational pathways such as HNDS, HNCS and foundation degrees.
Figure 1: Highest qualification held by people of working age in the United Kingdom in 2004 (% of people of working age)
In accordance with FE News the drop outs regarding University has increased over 50% feedback from apprentices that they are not enjoying their course, increase in University debt and disappointment with the lifestyle. Viewing the stats in 2015 students dropped out within 12 months this will be the third year this is continuing to happen. The options for those who don’t want to continue in education are more targeted to apprenticeships where they have the options of earn whilst learning and examine their career options during this time. Universities suggests minimising work during their course of study, but this may not be feasible for some people especially if they are trying to balance their demands and challenges. There are those who are discouraged if they are not given the right guidance and decide either just pursue full time work and not obtain qualifications. There are several factors those I spoke with wish that they decide to pursue education instead of working in low paying jobs to survive.
Pathways Researchers has confirmed that education within the UK is mandatory for children from 5-7 years until they reach to 16-17 years and decide what other educational opportunities they would like to pursue until 18 years. Those that are 11-16 years of age would be in secondary school and would complete GCSE or equivalent subjects. During this time, they would also be offered post vocational opportunities. The range of qualifications could include A Levels and possibly apprenticeships. The entrance into higher education present several possibilities to be successful in this pathway. They are varied in accordance to the individual and depending on the number of programmes available that are from Level 2 and beyond. Students that decided to remain full time in college or school are advised to choose between a mixture of vocational and academic subjects. GCE (5 subjects) minimum to achieve and A Level (3-5 Subjects) during the first and second year of post-secondary education. (Grade A-E)
Vocational education has become quite popular for school leavers as it’s an alternative to academic education. Vocational education provides an opportunity towards learning a skill or a trade leading to employment or further education. There are a variety of opportunities towards vocational education this can take place full time at a college or through employment.
What Should Happen?? Currently the vocational standards are heading in the direction where all knowledge are focused on present work experience S Billet explains that such experiences are captured through student discussions and their reflections within the classroom to support their learning about their current work practices. This can be used to support others towards transitioning into work. Our learners do share their own experiences with their employers their common background is that they currently work in schools, so they have similar experiences and educational goals. Workplaces are individual in accordance to their own learning environments with the current change in apprenticeships they are willing to contribute towards improving learning and development and ensuring others succeed through their activities. Advanced Vocational qualifications should offer opportunities towards pursuing access to higher education and supported by employers. Some researchers advised to continue from an early age to avoid difficulty to re-enter into education due to small opportunities however, the government are extending this for those who are beyond 24+ as there is no limit or cut off point when trying to improve your current skills. It is essential to support young people and adults when making the right decisions towards pursuing the career paths of choice as everyone has different mindsets and it is important skills gained are marketable and transferable that will support their performance. This will be discussed further in my next paper.
Summary Mullet and Shavitt 2011 evaluates the effect of vocational education in terms of sustaining employment and ensuring that all students are marketable within the industry it is mainly targeted to those with lower skills providing them with an opportunity to focus on an occupation that will be effective towards their job performance. Academic education is very competitive and at times lack attractive opportunities due to the nature of requirements it is important that either pathways should complement and provide opportunities for those regardless of backgrounds to achieve. My research will continue further in other papers to be published.
References Kersh N, Ida J (2015) Vocational Education and Training as a Career Path for Young People: Making Choices in England and Denmark Blenkinsop S, Mcrone T (2006) How Do Young People Make Choice at 14 And 16? Thornton A, Wits C (2018) Apprenticeship Survey 2018 Web link- https://www.fenews.co.uk/featured-article/24449-drop-out-rates-among-universitystudents-increases-for-third-consecutive-year