The 'Home International' Comparisons in Vocational Qualifications

Abstract

The paper provides a comparative analysis of the take-up and usage of National Vocational Quali cations within two constituent countries in the UK (Scotland and England). The methodology of the study is based upon the use of the quarterly Labour Force Survey for spring 1998 and extensive case study material. The research suggests that Scotland under-performs in the take-up of national vocational quali cations in comparison with England. However, the paper argues that this is not a cause for concern and that it should be seen as a positive outcome indicating a higher level of educational achievement and a better mix between job opportunities and labour market skills.The research evidence also suggests that social class, gender and spatiality largely determine participation levels in work-based, post-16 education and training. Finally, it is argued that intra-national comparisons between nation states in the UK can be misleading in arriving at meaningful policy measures in vocational education. A regional analysis both within a constituent country of the UK and across such constituent countries may be more helpful in arriving at a broader socio-economic solution to what are perceived as local problems.

Modern apprenticeships in Scotland

“…Modern apprenticeships in Scotland 167 importance of a regional analysis had already been highlighted in recent research by one of the authors (Canning & Cloonan, 2002) which shows that any comparative analysis of the take-up of work-based qualifications in the UK is best undertaken at a regional rather than a national level. Also, given the emphasis on 'communities of practice' in the literature, a regional context provided an important context to the development of the organizational case studies in Scotland.…”

Vocational education and training in Chinese and German companies in China: a ‘home international’ comparison

“…The ‘home international’ approach involves a comparison of differing regions within a single country or may ignore regional differences to focus instead on differing systems or system types within a single country. Raffe () and Canning and Cloonan () coined the concept of a ‘home international’ comparison in vocational education and training research and have used this approach as part of their comparative research into training in the four home nations of the United Kingdom (see also Raffe et al , ). This ‘maximized most‐similar’ comparison also has the advantage over traditional international comparisons of involving markedly narrower social, economic and cultural differences, enabling the study specifically to tackle diverse contextual factors (Raffe, ).…”

FE and skills in Scotland: the implications of a policy led and ‘managed’ approach?

“…It is also necessary to note some of the difficulties associated with introducing changes in policy and practice, and the risks associated with 'quick reforms' (Piltz 2002). The concluding section of this article will consider the opportunities for policy learning through 'home international' cross UK comparisons (Raffe et al 1999;Canning and Cloonan 2002).…”