'In the Driving Seat', or Reluctant Passengers? Employer Engagement in Qualifications Development: Some Evidence from Two Recent 14-19 Qualification Reforms in England

Autor/inn/en	Huddleston, Prue; Laczik, Andrea
Titel	'In the Driving Seat', or Reluctant Passengers? Employer Engagement in Qualifications Development: Some Evidence from Two Recent 14-19 Qualification Reforms in England
Quelle	In: Journal of Education and Work, 31 (2018) 3, S.262-276 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2018.1463086
Schlagwörter	Foreign Countries; Employer Attitudes; Employment Qualifications; Vocational Education; Vocational Education Teachers; Certification; Partnerships in Education; Educational Change; Job Skills; Expectation; Work Experience Programs; Stakeholders; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Arbeitgeberinteresse; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Ausbildung; Berufsbildung; Ausbilder; Abschlusszeugnis; Zertifizierung; Hochschulpartnerschaft; Bildungsreform; Produktive Fertigkeit; Expectancy; Erwartung
Abstract	Vocational education and training has received substantial policy attention in recent years that is paired with the ambition for the UK to become a leading country for jobs, productivity and skills. Recommendations from two recent reviews form the basis for substantial policy reforms within the 14-19 curriculum. Discourse of employer engagement has been a persistent theme in the reform agenda and the pressure on employers to engage has been intensified. Recent policy documents, particularly within the 14-19 phase, carry the exhortation for employers to jump 'in the driving seat' when it comes to qualifications development. This article examines employer engagement in two recent reforms; Diplomas (2005-2010) and 16-19 Study Programmes (2011-present). It reflects on the extent to which employers are able to fulfil policy expectations and what lessons could be learnt from previous attempts to engage them in qualification design and delivery. The article concludes that employer engagement within the 14-19 curriculum continues to be encouraged. The level of employer engagement, however, must be carefully matched to the expertise, experience, capacity and motivation of employers. It is argued that lessons should be learnt from previous experiences of qualifications development to avoid employers abandoning the journey completely. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01