VOCATIONALISM & CURRICULUM 200

BACKGROUND During the 1970’s the British economy was struggling from the effects of recession. Many 16 year olds were ill equipped for work and Britain was seen to be at a disadvantage when compared to other European countries. Many felt that education had been in the hands of academics for too long and the emphasis on academic qualifications was crippling the economy, schools were blamed for not teaching the right kind of skills needed for the work place. Consequently over the years there have been many government policies inspired by this emphasis on new vocationalism….. Linking education more closely to work skills

EXAMPLE POLICIES 1970 The Manpower Services Commission was set up to develop youth training 1978 the Youth Opportunities Programme offered young people 6 months of work experience. 1970’s Initiatives such as GIST (Girls Into Science and Technology) and WISE (Women in Science and Engineering) aimed to encourage girls to become more interested in occupations in these sectors the Youth Training Scheme (YTS) offered school leavers a year of training in different occupations. This was updated by a more flexible approach in 1990 when the ‘S’ was dropped and it became Youth Training. (YT) 1986 GNVQ’s (General National Vocational Qualifications) were introduced to give qualifications in work related fields e.g. childcare, tourism, public services etc the New Deal was introduced and stated that all under 25’s receiving benefits were required to take up a subsidised job or voluntary work or full time education. Curriculum 2000 introduced vocational A levels to replace the GNVQ with ‘parity of esteem’. Key Skills qualifications in Numeracy, Literacy and ICT were made compulsory at post 16

CURRICULUM 2000 The major aim of this policy was to broaden the curriculum in the age group. Compared with other European countries, Sixth formers in England and Wales studied fewer subjects A Levels were replaced with the AS and A2 system with a more modular approach to subjects AVCE’s (Advanced Vocational Certificates in Education) were replaced Advanced GNVQ’s to offer a vocational alternative to A levels and to raise their profile for entry to Higher Education establishments. Around the same time numeracy and literacy initiatives were introduced into primary schools and lower key stages in secondary schools in an attempt to improve key skills

CRITICISMS OF CURRICULUM 2000 The AS has led to a much more stilted stop start approach with many students repeating module exams 2/3 times. Staff and students are under more work pressure and therefore have little time for depth learning or extra-curricular activities. Most students did not take up 5 AS levels in their first year and hence the broadening of the curriculum did not become a reality. Most of Curriculum 2000 was reversed in 2014/5 by Conservative Michael Gove’s reform of A Levels which is introducing new linear A Levels quite similar to the A Levels taken 30 years ago.

CRITICISMS OF VOCATIONALISM Finn 1987 Dan Finn argues that the mismanagement of the economy since the war is responsible for the growth in youth unemployment not the lack of skills of young people. Furthermore the schemes introduced provide cheap labour, keeps wages low for young workers and prevents ‘real’ jobs being created. The initiatives have reduced politically embarrassing unemployment statistics and aimed to reduce crime by keeping the young ‘off the streets’. Cohen 1984 Phil Cohen believes that the real purpose of New Vocationalism is social control. The priority has been to create good behaviour and discipline rather than work e.g. young people who refuse to take part are ‘punished’ by having benefits withdrawn. Pring 1990 Richard Pring says that we now have ‘New Tripartitism’, those who have academic A levels, those with vocational qualifications and those who have youth training. New Vocationalism just carries on the inequalities of the education system with courses and schemes being heavily populated by working class students and ethnic minorities. Gender stereotyping is also reinforced by NV schemes – girls are often channelled into retail, health and social care and hairdressing, boys into bricklaying and other ‘trades’ Stephens 2001 Paul Stephens points out that in the UK there has always been a snobbery attached to non academic routes. This does not occur in other countries and helps to explain why ‘academic’ A levels are seen as more desirable than vocational qualifications.