Continental Selections? Institutional Actors and Market Mechanisms in Post-16 Education in England

Autor/in	Esmond, Bill
Titel	Continental Selections? Institutional Actors and Market Mechanisms in Post-16 Education in England
Quelle	In: Research in Post-Compulsory Education, 24 (2019) 2-3, S.311-330 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Esmond, Bill)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2019.1596434
Schlagwörter	Educational Policy; Vocational Education; Technical Education; Apprenticeships; Educational Change; Skill Development; Job Skills; Workplace Learning; Educational History; Case Studies; Policy Analysis; Educational Practices; Foreign Countries; Labor Market; Political Influences; Social Systems; Employment Opportunities; United Kingdom (England) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Ausbildung; Berufsbildung; Technikunterricht; Apprenticeship; Lehre; Bildungsreform; Kompetenzentwicklung; Qualifikationsentwicklung; Produktive Fertigkeit; History of education; Bildungsgeschichte; Case study; Fallstudie; Case Study; Politikfeldanalyse; Bildungspraxis; Ausland; Labour market; Arbeitsmarkt; Political influence; Politischer Einfluss; Social system; Soziales System; Berufschance; Beschäftigungschance
Abstract	Recent policies for English technical and vocational education and training (TVET), centred on apprenticeship reforms and the Sainsbury Review, have prioritised employer-led curricula and learning in employment settings. These policies are represented in policy discourse as radical changes that imitate successful European systems, raising new issues about the possibilities and limitations of policy learning and policy borrowing. Useful insights are offered by comparative political economy, which has located skill formation within networks of complementary institutions that shape economic life, rendering problematic the notion of change in a single dimension such as skills. Relatedly, historical institutionalism explains skill formation both as an enduring institution but also as the product of specific historical conflicts over workplace training. Building on these theoretical conceptions, a series of qualitative case studies carried out at key points in the emergence of current skills policies is reviewed, which demonstrates how wider conflicts are reflected in a tension between selectivity and inclusion currently playing out in the implementation English skills policy. The findings indicate the possibility of further stratification in post-16 education, through the process that historical institutionalism describes as 'layering'. However, possibilities for a more coherent relationship between educational practice and the workplace may also be derived from this analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01