FE and Skills in Scotland: The Implications of a Policy Led and 'Managed' Approach?

Autor/inn/en	Gallacher, Jim; Reeve, Fiona
Titel	FE and Skills in Scotland: The Implications of a Policy Led and 'Managed' Approach?
Quelle	In: Journal of Education and Work, 32 (2019) 3, S.238-250 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gallacher, Jim) ORCID (Reeve, Fiona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2019.1621274
Schlagwörter	Government Role; Educational Policy; Apprenticeships; Labor Force Development; 21st Century Skills; Skill Development; Economic Development; Access to Education; Geographic Regions; Employers; Educational Finance; Educational Cooperation; Outcomes of Education; Agenda Setting; Youth Employment; Colleges; Vocational Education; Foreign Countries; Educational Needs; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Apprenticeship; Lehre; Arbeitskräftebestand; Kompetenzentwicklung; Qualifikationsentwicklung; Wirtschaftsentwicklung; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsfonds; cooperation; Kooperation; Lernleistung; Schulerfolg; Youth work; Jugendarbeit; College; Hochschule; Fachhochschule; Ausbildung; Berufsbildung; Ausland; Educational need; Bildungsbedarf
Abstract	This article considers the implications of a 'managed' approach to skills policy in Scotland, in which Government policy and the role of national institutional frameworks can be seen to be influential, and which contrasts with the more marketised approach which has been a central aspect of policy in England. A number of themes within these national policies are discussed, and the continuing importance of balancing the skills agenda with social inclusion is noted. The ways in which these national policies and frameworks have shaped provision in a number of key areas including apprenticeship programmes, changing patterns of participation and relationships with employers are then examined. The strengths and limitations of the distinctive approaches taken in Scotland will be analysed in terms of their contribution to meeting the changing educational training needs of the workforce in the twenty-first century. This consideration of the distinctive policy led and 'managed' approach to the skills agenda will provide the context in which to consider the opportunities for policy learning within the UK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01