Just Teach! in FE: A people-centered approach

Crawley, Jim

doi:10.4135/9781529715088

Cited by 2 publications

(3 citation statements)

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“…Our findings as summarised above, particularly on disruptions to apprenticeships and vocational learning in UTCs, are themes that notably reinforce findings in prior national and international research about how the pandemic has affected students in the TVET sector more broadly (again see e.g. Avis et al, 2021; Spours et al, 2021; Crawley et al, 2021).…”

Section: Discussionsupporting

confidence: 82%

“…A rapid evidence review by Spours et al (2021) examining the impacts of the pandemic on UK further education (FE) has highlighted major disruption to learning generated by FE college closures and associated shifts to remote learning. Crawley et al (2021) relatedly document experiences of FE practitioners in England and Wales during the pandemic. One key theme reported is difficulties for practitioners in transitioning to online teaching in contexts of inadequate training or time to prepare.…”

Section: Literature Reviewmentioning

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: Discussionsupporting

confidence: 82%

Section: Literature Reviewmentioning

confidence: 99%

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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“…First, as noted by the First Tier Tribunal, the PACE investigators and their supporters have themselves continued to research in the field, which alone brings Petrie and Weinberg's parade of horribles to a halt (e.g. Center for Child andAdolescent Health, 2017a, 2017b;Crawley, 2017;Herberholz et al, 2014;Janse et al, 2015;ME Research, 2016). More importantly, we are now in a virtual golden age of ME/CFS research.…”

Section: Parade Of Horriblesmentioning

confidence: 99%

Defense of the PACE trial is based on argumentation fallacies

Lubet

2017

J Health Psychol

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Just Teach! in FE: A people-centered approach

Cited by 2 publications

References 0 publications

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

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

Defense of the PACE trial is based on argumentation fallacies

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