Hanging in or Shaping a Future: Defining a Role for Vocationally Related Learning in a "Knowledge" Society

Autor/in	Bathmaker, Ann-Marie
Titel	Hanging in or Shaping a Future: Defining a Role for Vocationally Related Learning in a "Knowledge" Society
Quelle	In: Journal of Education Policy, 20 (2005) 1, S.81-100 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
Schlagwörter	Qualifications; Young Adults; Adult Education; Vocational Education; Futures (of Society); Foreign Countries; Student Needs; Higher Education; Case Studies; Role of Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Qualifikation; Qualifikationsstufe; Young adult; Junger Erwachsener; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausbildung; Berufsbildung; Future; Society; Zukunft; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Bildungsauftrag
Abstract	This paper explores the changing roles and purposes of vocational education for young people in what has been called a 'knowledge' society, using the General National Vocational Qualification (GNVQ) as an example. This qualification dominated the broad, vocationally-related route within the English qualifications system throughout the 1990s. The paper considers how lecturers in a college of further education understood the role and purpose of GNVQs, and explores the ways in which they engaged in mediating national qualifications policy in practice, through their engagement with students and constructions of students' learning identities. The paper draws on data from a case study of one college of further education in the English Midlands, which involved interviews with lecturers and students across three vocational areas of the GNVQ. The focus in this paper is on the ways in which lecturers constructed GNVQs around what they perceived to be students' needs. They encouraged students to use GNVQs to shape a future, which involved progression to further and higher education. The paper argues that, whilst such attempts to create a constructive and meaningful role for vocational education are important, they do not overcome the hierarchical structure of participation in formal learning which remains inherent in the education system. The paper concludes by considering the implications of this study for the future role of vocational education for young people within a wider system of education and training. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10