Vocational V Academic Education

Vocational V Academic Education- The Divide (2019)

Author: Carla George (Doctoral Researcher- University Of Warwick)

Carla George (Doctoral Researcher) University of Warwick

Vocational V Academic Education- The Divide Abstract— The paper provides a brief over view regarding the comparison between vocational and academic and issues surrounding both sides and investigating the relevant gaps. This is an area that is still under investigation with more papers to be produced.

Introduction There has been a variety of research on this topic regarding Vocational Education and Academic Education. I will begin with the definitions: Vocational Education- This aims to support those who want to learn a trade or a skill within the industry of choice. Academic Education- Exploration of Theory or source to support a concept of interest.

The debate whether vocational or academic is the forward to a better education. Reading various articles some researchers has capture the traditions from speaking with parents that its essential for their children to complete A Levels and attend university for Degrees that will lead to a high Salaried job. Others support the idea of vocational education but claim that this route is mainly for those that are not academic and perceive this for those that are unskilled and uneducated. The big question what route is better? and what are the issues surrounding this? and how do we address this issue?

Why Vocational Education??

Vocational education opens the avenues for industry wide qualifications. Learners are stressed with career choices they would like to pursue and at times unsure of which direction to take.

The vocational route will equip those with the practical experience and concepts that they can use in everyday life.

Sveinung’s 2001 research. The data used represents those that are currently in a learning intensive job role and those that are in a learning deprived job based on the research above.

Most jobs require basic to advanced level of education for all job roles.

The data categorises those with university education as 34% in a learning intensive job and those with a basic or compulsory education from 14 %. 55% overall are those regardless of level of education were in a learning deprived job.

Sveinung’s argument those that are not provided with the learning opportunity tend to struggle in a learning-based role and that the workplace is not ideal as learning tool for basic education.

She also addressed early school leavers that may not have the capacity for informal learning but then this is the same for those with a basic to high level of education.

Sveinung’s also carried out comparative data on industries relating to Oil, IT, Banking and Finance, and commercial services ranging percentages of 20%-38%. 50% represented Retail and Hospitality showing a highest of learner deprived jobs.

Sveinung’s the Norwegian job market is highly competitive and this shows a representation that all companies need to address learning conditions as a whole to progress further due to economy demands and their main focus is those with a high level of education whilst those with a basic education is considered as low priority at this time as there are opportunities for them to build on their current education by attending schools or taking courses outside of work.

Carla George (Doctoral Researcher) University of Warwick

Why Academic Education??

Reiger J 2011 explains that academic route will lead to sustainable employment and are likely to succeed than those that have less education and high paying salaries. Sveinung 2004’s suggests that the Norwegien job market is highly competitive and all companies need to target their current learning conditions as a whole in order to address economy demands. Their main focus should include those with a high level of education as they have the advantage to succeed and opportunities towards higher wages and promotion.

Those with a basic education is considered as low priority in the job market as Sveinung 2004 suggests that there are opportunities for them to build on their current education by attending schools or taking courses outside of work.

Reiger J further explains that those with an academic background are better equipped and have the relevant skills: organisation, communication, time management and prioritisation are likely to succeed within their career.

Bridging the Gap Students need to be challenged to develop their working practice and this can be translated into realistic learning practice. Further research was carried out on the current learning conditions within the workplace to gain an understanding how learning is stimulated within the demands of the job role. The conditions vary in accordance to the intensity of the job role requirements in all organisations but the following below were selected as a focal point to gain an insight on the pressures that all individuals face in a demanding environment to assess the quality of working life.

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High exposure to change- Exposure to future company changes that affects technology, staff policies and procedures etc.

Exposure to work demands- Exposure to day to day activities and high priorities that involve customers/management/staff Managerial responsibilities- Those that are involve in the decision making regarding tasks, procedures and projects.

Professional contacts- Looking for opportunities establishing external contacts by attending conferences, meetings and events etc.

Level of supervisor feedback- Receiving feedback based on performance and standard of work.

Level of manager’s support for learning- Employees that are confident that their managers are providing the support needed relating to their learning and development on the job.

Apprenticeships are a learning scheme where the workplace is used as a learning tool. The learners are mentored by their supervisors and work peers receiving knowledge and skills throughout their training in their chosen career field.

Carla George (Doctoral Researcher) University of Warwick

The student’s preparation may involve reading books that are relevant towards the exam, online test forums- this will involve reviewing and interacting with an online community sharing thoughts and ideas that are also undergoing certification. Some may participate in a training class so that they can have access to material that is guaranteed to pass the exam. Online practical tests are available to prep the students towards the exam some are free however you will need to subscribe to a site to access them. Signing up to vendor sites that will provide access to learning resources and practical tools to support with revision. The aim of certification is to increase confident acquiring new knowledge and support progression within your current job role. In my previous papers I described Heautogy and a variety of assessment methods that allow the relationship between knowledge and working practice. This will involve use of eportfolios used for evidence and assessing prior learning experience and reflective practice.

Summary Currently the vocational standards are heading in the direction where all knowledge are focused on present work experience (author name) 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. However, school-based education can focus on a particular concept that may not be relevant to industry.

Researchers have emphasized that learners struggle to transfer between knowledge and work using prior education. Sveinung has agreed that the overall research represents a culture bias view that may not be recognizable in other countries due to different work regulations and economy markets. Vocational education is able to increase the success within the labour market and provide opportunities towards building network connections and supporting the employer’s requirements including bridging the skills gap.

References Sveinung 2004 Skule (2004) Learning conditions at work: Aframework to understand and assess informal learning in the workplace Jaiel Reiger 2011 Why Academic Education is important Bartlett W (2009) The Effectiveness of Vocational Education In Promoting Equity And Occupational Mobility Amongst Young People

Carla George (Doctoral Researcher) University of Warwick

Carla George (Doctoral Researcher) University of Warwick