Twenty-First Century Vocational Education in the United Kingdom: What Would Dickens Think?

Autor/in	Unwin, Lorna
Titel	Twenty-First Century Vocational Education in the United Kingdom: What Would Dickens Think?
Quelle	In: Pedagogy, Culture and Society, 12 (2004) 2, S.175-200 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
Schlagwörter	Qualifications; Young Adults; Foreign Countries; Vocational Education; Didacticism; Training Methods; Training Objectives; Vocational Education Teachers; Educational Policy; Educational Practices; Educational Change; Politics of Education; Education Work Relationship; Competency Based Education; Apprenticeships; United Kingdom + Suchen Sie Ihr Suchwort? Qualifikation; Qualifikationsstufe; Young adult; Junger Erwachsener; Ausland; Ausbildung; Berufsbildung; Didaktisierung; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel; Ausbilder; Politics of education; Bildungspolitik; Bildungspraxis; Bildungsreform; Educational policy; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Apprenticeship; Lehre; Großbritannien
Abstract	The article examines the reasons why the United Kingdom's approach to vocational education is more confused and impoverished than ever, despite its central importance to contemporary society. Instead of celebrating skill and vocational knowledge, the United Kingdom has embroiled itself in tortuous debates about parity of esteem, while paradoxically attempting to reduce its once well-respected vocational qualifications to a thin gruel of competence-based checklists. In 2003, young people could still find themselves apprenticed to employers who would not be out of place in a novel by Charles Dickens: some play a positive role in young people's lives, while others enslave them. Yet just as in a Dickens novel, we abandon young people to the economic marketplace. A recent government discussion paper on 14-19 Education and Training defined vocational education solely in terms of its value to the economy. The author argues, however, that in everyday life, vocational education supports people's need to create artefacts, to improve their surroundings, to fight against becoming de-skilled consumers, to feel part of the natural world, and to demonstrate the true extent of their capabilities. (Contains 1 table and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10