Education, Skills and Social Justice in a Polarising World

Esmond, Bill; Atkins, Liz

doi:10.4324/9781003049524

Cited by 19 publications

(7 citation statements)

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“…This may have averted the short‐term risk of unemployment for some; however it does also raise questions about students' preparedness for university, given that, for some, higher education had not been a goal they were previously working towards. While some students engaging in STEM‐based technical learning at UTCs may well resemble what Esmond and Atkins (2022: 33) describe as a TVET ‘upper strata’ destined to become ‘technical elites’, often via tertiary progression routes, for others it may be harder to cope.…”

Section: Discussionmentioning

confidence: 94%

“…Employers in such countries have been reluctant to offer financing for vocational education and there has been an absence of a strong public sector TVET strategy. This has contributed to a low vocational skills equilibrium overall (Finegold & Soskice, 1988), and while inequalities within the TVET sector do also exist (Esmond & Atkins, 2022), there is a broad association between lower socio-economic status and undertaking TVET.…”

Section: Tvet-vocational Pedagogy and Vulnerabilities In Liberal Skil...mentioning

confidence: 99%

“…We do however also recognise TVET to be a diverse and unequal domain (see e.g. Esmond & Atkins, 2022).…”

mentioning

confidence: 94%

“…In an increasingly post-industrial age all countries face some heightened pressure to liberalise (albeit mediated by domestic contexts), there is also evidence in countries outside of classic liberal skills regimes of academic-vocational divisions becoming exacerbated, and of vocational education being viewed as primarily for the lowest-achieving students. See e.g Esmond & Atkins (2022),Tarabini et al (2022),Nylund et al (2017). andNylund & Rosvall (2019).4 See e.g.…”

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confidence: 99%

“…See e.g. Esmond & Atkins (2022), Tarabini et al (2022), Nylund et al (2017) and Nylund & Rosvall (2019).…”

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confidence: 99%

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Exploring students' experiences of technical and vocational learning in University Technical Colleges during the pandemic

Deepthi

Exley

2023

British Educational Res J

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University Technical Colleges (UTCs) are newly established (since 2010–11) technical and vocational secondary schools in England, catering for young people aged 14–19. The schools focus strongly on delivering vocational, alongside Science, Technology, Engineering and Mathematics (STEM)‐focused academic, qualifications. The colleges have been introduced as a new means of improving technical and vocational education and training—a sector which in England has faced problems of low quality and low esteem—and in a wider international context of STEM‐trained worker shortages. University Technical Colleges have been advertised as offering state‐of‐the‐art vocational learning, involving access for students to the latest equipment and technologies in key industrial sectors, alongside extensive project‐based learning in partnership with employers. However, how have UTC students fared in these respects since the beginning of the coronavirus pandemic and associated lockdowns in 2020? In this paper we report on results from a survey of 252 students across two UTCs in England, exploring the technical and vocational learning experiences of these students during the exceptional 2019–20 academic year. Findings from the survey reveal lost learning and training opportunities during the pandemic, particularly where courses with practical elements relied on specific equipment and facilities that became inaccessible during lockdown. The survey also highlights disruptions to apprenticeship arrangements, work experience plans and other engagement with employers. Students in some instances have been effectively forced to stay on in education owing to reduced apprenticeship and employment opportunities for school‐leavers. We find evidence of students adapting their aspirations and career goals to the new economic circumstances.

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Section: Discussionmentioning

confidence: 94%

Section: Tvet-vocational Pedagogy and Vulnerabilities In Liberal Skil...mentioning

confidence: 99%

“…We do however also recognise TVET to be a diverse and unequal domain (see e.g. Esmond & Atkins, 2022).…”

mentioning

confidence: 94%