The Future of Learning

A recent editorial in the'Independent's Careers and Education section suggests that 'in Britain we have never been able to do vocational education properly'. It has always been seen as second-class and low status.  Over the past 25 years of education the notion of 'successful learning' has been narrowed to academic success. There is now this idea that having a vocational qualification somehow means you're not as worthy as the person with the academic qualification.  That has to change.
 In the current economic climate  a wider view of learning is vital.  As today's young people face an uncertain future we have to start with the learning not the qualification. It is a mistake to divide the world into those who can do academic work and the rest who are more practical. Many, probably most, people have their intellects and abilities stimulated by doing things. However, vocational education can be excellent and produce highly qualified engineers and others who go on to contribute to the success of the economy.

In today's uncertain economic climate, creating a vision for 21st century education is challenging.  Practical and vocational learning will certainly be critical, but with many jobs of the future not even created yet, how can we ensure young people have the skills and qualities they need to achieve their potential?

In his 2006 reiew of skills, Lord Leitch predicted that Britain would need only half a million unskilled workers by 2020 - a huge drop from the six million we currently have.  As a result we need to develop a skilled workforce fit for the 21st century. People need to be encouraged to develop the necessary skills with direction from employers on what training and education is needed for the nation's future.

Currently within our schools, students take up vocational qualifications post 16 with a view to continuing their course into higher education. New research has revealed that students with vocational qualifications are less likely to get a university place - and those who do are more likely to go to newer universities (post 1992) and to drop out in their first year than those with A Levels. According to Dr. Geoff Hayward of Oxford University's education department who carried out the research, the return you get on university education is quite dependent on where you go. On average, graduates will earn between £100.000 and £150,000 more over a lifetime, but this doesn't take account of the cost of doing a degree or where the degree is done, which has more impact on earnings than subject studied, according to Hayward. He concludes that some of those with vocational qualifications may be financially better off doing an apprenticeship than getting a degree!
Employers are keen to take on well grounded graduates.  This is where vocational students come into their own. Universities need to understand what vocational qualifications cover before they accept or reject an applicant so Hayward is advocating a data base of qualifications and what they cover in order to help university admissions officers vet the quality of the candidates, and the support they might need. Vocational students tend to apply to the less well-off institutions so additional funding should go their way if government is serious about widening accesss. Regarding drop-out figures there is certainly an argument about preparation.  Support is crucial and there is no doubt that in a number of cases additional help to settle in is required. This all suggests that good careers and academic advice is essential for students post-16 as they are deciding what to do at level 3. Wrong choices at this stage may rule out certain options later.

It is perhaps timely then that Learning Providers and employers are joining forces to revolutionise in-house training, as part of a major reform of the vocational qualifications systems.


The Qualifications and Credit Framework (QCF) is at the heart of major reform of the vocational qualifications system.The QCF is the new framework for accrediting and awarding qualifications here in NI.  It will strengthen the role of employers in education. The QCF recognises work-based qualifications and enables employers to be actively involved in shaping qualifications. Learning Providers, like FE Colleges, know they are awarding demand-led quaifications. Providers will offer both whole qualifications and single units, so they can design flexible programme more suited to individual learners. QCF learners can transfer credit from one qualification to another, encouraging progression. With all QCF units and qualifications presented in standard format, learners and employers will find the information consistent and easy to understand. Colleges working with employers to develop qualifications on their behalf gain a greater understanding of workforce needs and it's this close relationship that ensures employers get the qualifications they need.

As careers teachers are you truly impartial at Open Evenings with Parents?  Where you have your stand for university destinations and achievements, are vocatioal qualifications and apprenticeships celebrated on an equitable footing?

As careers teachers do we divide up advice and guidance time between the careers adviser (DEL) who will talk to young people about apprenticeships and vocational courses while you as the careers teacher will feel more comfortable dealing with the school's sixth form options in AS/ALevel subject choice? I know I did when I was working with my Year 12 pupils. I now wonder what message I was sending out to those young people in Year12?