‘In the driving seat’, or reluctant passengers? Employer engagement in qualifications development: some evidence from two recent 14–19 qualification reforms in England

Knowledge in VET curricula and power in society and labour market Policy and practice: demands-based and employer-driven Swedish higher vocational education

“…In this, employer involvement in shaping curricula or qualifications may play a greater or lesser role depending on the prevailing opinion about who best knows how to form curricula. It is advocated that employers with important industry experience and expertise are best used in processes where they can make a meaningful contribution, such as in commenting on qualifications or curricular design, but not taking the lead in designing them (Huddleston & Laczik, 2018). The development of qualifications or curricula is raised as an example of where employers' knowledge and experience do not match the task.…”

“…The development of qualifications or curricula is raised as an example of where employers' knowledge and experience do not match the task. Policy giving them this influence and responsibility is argued by some to be problematic (Huddleston & Laczik, 2018;Young, 2006). However, conversely, it is argued by others as being crucial to the effectiveness of VET and to ensure the correspondence between skills supply and demand (Bolli et al, 2018).…”

“…In article 4 (J. Köpsén, 2020a) the focus is on cooperation between school and employers in the practices of education provision. Therefor research on different aspects of employer involvement plays the biggest part in this article (e.g., Bolli et al, 2018;Emmenegger et al, 2019;Higham & Farnsworth, 2012;Hodgson et al, 2019;Huddleston & Laczik, 2018;McGurk & Meredith, 2018;Pillay et al, 2014;Polesel et al, 2017;Rusten & Hermelin, 2017).…”

‘Employers at the heart of the system’: whose system is it anyway?

“…More recent examples of attempted employer engagement in the design of qualifications include: the ill-fated 14-19 Diplomas; T levels, currently under development; and apprenticeship standards. While a succession of legislation over the past 30 years has encouraged employers to engage in qualification development, it is a voluntary activity (Huddleston and Laczik, 2018). A recent policy report by Pearson (2021: 8) suggests that 'limiting the development of all qualifications to employer-led standards will not allow for the flexibility and agility needed to meet newly emerging demand, and jobs of the future'.…”

Knowledge in VET curricula and power in society and labour market : Policy and practice: demands-based and employer-driven Swedish higher vocational education

“…Köpsén, 2020a) the focus is on cooperation between school and employers in the practices of education provision. Therefor research on different aspects of employer involvement plays the biggest part in this article (e.g., Bolli et al, 2018;Emmenegger et al, 2019;Hodgson et al, 2019;Huddleston & Laczik, 2018;McGurk & Meredith, 2018;Pillay et al, 2014;Polesel et al, 2017;Rusten & Hermelin, 2017).…”