Literature Review of 14-19 Education Essay

Abstract This literature review comp atomic number 18s research conducted and articles written astir(predicate) the tuition of 14-19 discipline and the changes it has g ace d maven since 2002. It briefly come onlines the initial execution of instrument of 14-19 breeding during the Thatcher organization before going on to concentrate on how the Labour presidency introduced Diplomas and what the Coalition government atomic number 18 doing to push this suppuratendum forward. It asks whether schoolman and vocational culture preserve ever be cherished equ altogethery and whether the adit of 14 year olds in further statement establishments is successful or not.The majority of the literature was commissioned either by the government or conducted in 14-19 readingal establishments. Similarities and comparisons mingled with the research are identified and questions are asked as to how successful it dexterity be in the futurity. . History of 14-19 preparation The idea of 14-19 education was introduced in 1983 by the unprogressive government d stimulate the stairs its leader Margaret Thatcher. The first development was called the Technical and vocational learning Initiative (TVEI), and was a pilot scheme was rolled come unwrap of the closet into schools and colleges in1988.The scheme was run by the Manpower religious services Commission (MSC,) which came under the discussion section of Employment not the Department of command and Science. Jeremy Higham and David Yeomans point out in the capital of the United Kingdom appraise of Education (2011) that, from 1988 to 2002 14-19 vocational education was on simmer and it was not until 2002 under the New Labour government that we dictum renewed enthusiasm to for this celestial orbit of education. The initiative came from the Curriculum 2000 Reform of get in Qualifications.Between 2002 and 2010 the focus was back on the progression of our new-made concourse and, intrinsicly, the coming(preno minal) of our hunt down force. The Labour government commissioned an independent question by Mike Tomlinson in 2004 who proposed a new vision for 14-19 education, recommending the introduction of Diplomas. These would build on the strengths of the education arranging of rules already in place. further the government rejected this and decided to keep GCSE and A levels nevertheless(prenominal) to spin diplomas as an alternative the initiative cooked deference from schools, colleges and topical anaesthetic authorities.Diplomas were introduced in 2008 but wee-wee not been successful in gaining credit in diligence or education this has brought forward many issues relating to 14-19 education from belief and study, funding, employer regions and the integrating of school age pupils in FE colleges. The current Coalition government commissioned Alison wolf to review 14-19 education in 2011. Academic/vocational Education and Funding A major fraction in 14-19 education is atti tudes towards schoolman and vocational learning.To confront equality and value to both sides of what is gloss over an educational divide we demand to alter societys intellection and mixer attitudes. The review of the 14-19 Green write up by the Department for Education (2002) declares that, Pushing for parity of esteem in the current educational mode leads to pedanticianising vocational capables. It was felt by some that the vocational was being forced into the traditional classroom-dominated skill environment, rather than rea contentionically accepting the different precept and assessment demands of vocational courses. (DfES, 2002) Even though there are differences surrounded by the academic and vocational streets, give lessonsing and assessment methods have to be different, buttocks the value of acquisition and the qualification be equal? The DfES review does state that to make attitudinal changes requires substantial investment as well as foresighted term con sultation and marketing campaigns which they compare to the commitment to improving the spacious term plan of the National Health Service (NHS).Connexions consulted with learners in 2001 to gain their view on government papers entitled Green paper-Schools anatomical structure on Success, 2001 and white paper-Schools Achieving Success, 2001. The focus group of learners conducted by Connexions produced a peremptory result. Learners were enthusiastic about being asked to participate in the consultation and formulating opinions on education, they think that, the choice of core subjects was generally right.They wanted to maintain the entitlement to call for a modern foreign language, design and technology, the arts and the humanities. The subjects, deemed essential for individualised development for example citizenship (which is to be introduced as a statutory subject within the National Curriculum from September 2002), religious education, sex and wellness education, physical ed ucation, work related learning and careers education should all be overbearing although not necessarily studied to GCSE level if the young someone does not want to. (Connexions, 2002)Regarding the discussion on the equality of academic and vocational reading young tribe were of the opinion that, vocational pathways leaded to be heavily publicised to young plurality themselves, employers and higher(prenominal) education institutions so that the pathways became quickly established to form part of the traditional pathways for entry to higher education. (Connexions, 2002) Comparing the two opinions, the DfES review of the 14-19 Green Paper by the Department for Education and the consultations conducted by Connexions both from 2002.The DfES wanted to take their date to get a line development of 14-19 education was more successful, but the learners wanted satisfy to be quick, as they could see the benefit of changing views and progression. This showed that they want to progress and do have aspirations of Higher Education (HE). Tomlinsons (2004) VE proposal was not interpreted on board fully, solo in part with Diplomas being introduced as an alternative to GCSE and A takes. Do we need a radical see the light of 14-19 education as he suggested? To change deep rooted attitudes and opinions in society about academic and vocational education, maybe it is necessary.An article in the guardian stated prior to launch of the diplomas, We have never seen liberal new public qualifications arrive with so little input from quite a little who have experience in qualifications and teaching. ( Meikle 2007) It would seem that the implementation of diplomas has been rushed therefore they have not achieved the status indispensable to change opinions. In response to Tomlinsons (2004) proposals for diplomas the Nuffield brushup (2009) asks the question, who is responsible for the vocational Training Education system?In the UK it is not clear, but does include a long li st of people parents, bookmans, the government, education and training providers and employers. Vocational courses have been seen to have less value than traditional educational routes with fewer opportunities to progress to HE and pass on qualifications but, as Alison creature (2011) points out, other countries have reformed their systems and increased come of students taking two and three year learning programmes.She states, Bringing vocational pathways into a single framework would give formal equality of standstill up amongst, academic, vocational, and mixed pathways, recognise areas of overlap between them provide opportunities to combine, transfer, and progress between them and tick greater educational content within vocational programmes. It would make them easier for learners to identify progression routed to advanced level and beyond. (Wolf, 2011) Wolfe (2011) agrees with the views of Tomlinson (2004) over the integration of academic and vocational education.With thi s in mind, as well as the research from the DfES and Connexions I quoted earlier, I believe it is the roles and responsibilities that need definition, from the education and political establishments to all people involved as well as those undertaking the training. However, a incorporate achievement and progression route in VE is necessary to engage employers and confer value to FE training and qualifications if we are to see equality between academic and vocational training. Wolf has recommended that the government extends funding up to the age of 24, as not all students leave have achieved a Level 2/3 by the age of 19.To ensure students achieve their probable in Maths and English, extending funding was also proposed. Wolf criticised the funding structure at present, saying that it gave colleges the incentive to create programmes for profit but not for the benefit of the students. She agreed with harbors opinion in 2005, and The Nuffield Review 2009, that funding should follow the learner encouraging institutions to collaborate which would integrate education and provide the best educational programme for each individual studentPolicy levers, i.e. funding and performance measures, should focus on collective action rather than promote institutional competition (Nuffield, 2009) Funding used as a policy lever could achieve more integration of academic skills into vocational areas. guide onion and Learning and Inspection VE has been taught in FE colleges because they are equipped for vocational subjects. Schools have primarily chosen classroom ground vocational subjects as they do not have the facilities to press realistic vocational learning, which defeats the object of VE.The unfasteneding of new educational establishments currently mean to cave in between now and 2014 University Technical Colleges (2012) (UTC) will give VE an identity of its own as well as integrate it with the national curriculum. autocratic education to the age of 18 will be i ntroduced from 2013 with more luck and choice being given to students to access VE making it more heavy than ever to progress 14-19 education. Issues were raised during research by the Learning and Skills enquiry Network (LSRN) who researched the capacity of the teachers and their institutions to meet the needs of younger learners (Harkin, 2006).For example, the college environment could be overwhelming and frightening, especially at lunchtimes. The research questioned who was responsible for the students, were they mature sufficiency to be treated in an expectant way? This identified conflict views some teachers thought they needed supervision all the time at college but others commented that colleges were not in loco parentis, but still had a duty of care. They did, however say that college support in the classroom was essential to maintain the safety of the student as well as managing behaviour.In conclusion, it was identified that getting feedback from 14-16 year old students about teaching and learning was difficult due to their unpredictability and poor literacy skills. For example, discussion was often an exotic concept for formulating and articulating their opinions and views, it is a more andragogical approach, one not used plenteous in a school environment for them to notion confident in expressing themselves. FE tutors need to have a clearer understanding of how teaching is carried out in schools, as it probably follows a more pedagogical approach.To ensure that college tutors adapt their teaching to the needs of younger student the TLRC said that, in that respect is a particular need for pedagogical training, rather than training in behaviour management, and for staff to understand the prior attainment of the students (Harkin, 2006, p. 36) I opinion that there is a need for behaviour management training during captain development as it complement teaching and learning in the classroom.The Nuffield Review (2009) highlighted the importance o f teachers being central to the planning of the curriculum for 14-19 year olds, Teaching quality and the relationship between teachers and learners is central to successful education. This requires a respect for the profession of teaching for the role of teachers as the custodians of what we value and as the experts in communicating that to the learners. Teachers should be central to curriculum development, not the deliverers of someone elses curriculum.(Nuffield, 2009) Tomlinson (2004) said that the quality of learning depends heavily on the quality of the teaching and that teachers would need time to develop their own skills in their subject area to keep up to date and inspired, especially in vocational teaching. Foster (2005) also said that, more emphasis was needed on update professional knowledge and industry development and even suggested sabbatical and moment opportunities between education and industry.This I feel is idealistic in at onces economic climate but I have in recent years seen increased opportunities to update professional skills within my own teaching establishment. He also asked that FE colleges cleanse employability and skills in their local area to contribute to economic growth and social inclusion and offer a range of courses that have solid foundations. With these extra roles are FE colleges spreading themselves too thinly? FE colleges are like the sum child aiming to please both compulsory education and higher education as well as employers.How can they do this most effectively and gain respectability for the diversity they offer both in courses, abilities, social backgrounds and disabilities of their students? Foster 2005 compared the situation in this country to the one in the States where they have no formal inspection process and colleges have a strong self-regulation policy. Giving responsibility and trust to our colleges would see the higher levels of achievement already evident in America. Assessment of institutions is a n added pressure. running(a) in English education we have come to accept it, but is the English systems controlling, heavy- handed approach necessary? Foster compared Britain with its European neighbours and concluded that they had a much lighter touch. Such development here would give FE tutors more self-esteem, less pressure and more time to teach. Employer contribution FE has always had to promote and build strong relationships with industry and employers, including, financial backing apprenticeships and work experience, and forming partnerships with employers to develop qualifications and make them relevant to industry.The TLRP in 2006 concluded that, We need a sector-by sector analysis of the distinctive role apprenticeship can dissemble in providing the knowledge and skills required in the contemporary economic and occupational context. Further and higher education, as well as employer bodies and trade unions, need to be involved in a forward-looking partnership that lifts t he work-establish route out if its social inclusion ghetto (The Teaching and Learning look plan 2006, p.40)In 2004, Foster commented that the LSC National Skill Survey of 2004, found that only 15%, of employers had made use of FE colleges when enquiring about training and skills needed in industry. Whilst Tomlinson ( 2004) wanted to reform 14-19 education and merge VE and academic learning, he had no view on how industry and employers would be an imperative and central part of the development in VE. College qualifications and skills teaching will not stand up to industry standards if employers are not consulted thoroughly.They need to be consulted initially to develop qualifications that are relevant as well as sporadically to integrate changes, updates and progression within industry. Links with employers have traditionally been through apprenticeships, mainly for 16-18 year olds. The introduction of adult apprenticeships has had an impact on apprenticeships getable to young pe ople as older apprentices can offer carriage skills and additional qualifications to an employer, The Wolf work confirms this, stating that 19+ students with A levels took the majority of pass on Apprenticeships.In 2008/9 there was a 7% fall in the number of 16-18 year olds starting on apprenticeships. This was due to the promotion of adult apprenticeships as well as the economic downturn of the country. With the age of compulsory education rising and a lack of apprenticeships being offered by employers, it will be important to inflect the links with employers to help young people stay in education, learn valuable skills and contribute to society for our future work force. The Wolf Report (2011) highlighted the need for employer engagement, saying that employers have step by step been frozen out of the way VE operates.Strengthening links between employers and VE is one of Wolfs major recommendations, as well as prioritising the development of apprenticeships and work experience and increasing the involvement of employers in FE colleges to improve employability. Her report recommendations summed up below, state Implementing its recommendations should raise the quality of provision, increase the time fatigued teaching and thinking about students, reduce the time spent on pointless bureaucracy, increase young peoples skills in critically important areas and make a real difference to young peoples ability to obtain involvement (Wolf, 2011, p.144).From the TLRP report 2006 and the Wolf Report 2011, 5 years apart, has much changed or been implemented? Working with employers, I have seen the effect of the economic decline in purpose opportunities and feel that some of the changes necessary are beyond the power of education specialists and need to come from alternative government policies to increase employment opportunities. The future The future involves change and evolution of what we have in place at present to ensure FE tutors keep up to date with knowledg e and skills.The government have introduced 13 University Technical Colleges (UTC) which will start to open in September 2012, with a government commitment to another 24 and plans for 100 in the next 5 years. UTCs are linked to a university and will be open all year round with a timetabled day between 8. 30am and 5. 30pm and cater for between 600-800 students. They will cover academic subjects in Maths, English, Sciences, Humanities and Languages as well as transferable employment skills. UTC students will have two specialist vocational subjects i. e. applied science and Advanced Manufacturing.The lengthened day will ensure that all homework, enrichment and work experience is covered in the timetable. FE colleges will have the opportunity to proceed co-sponsors but they will be led primarily by a university. Does this reduce the role of FE colleges? more seems designed to strengthen the progression forward to HE and not FE, whereas Foster (2005) described FE as essential to widen ing participation in HE and removing barriers. another(prenominal) emerging education route is Studio Schools which will be state-funded and wedge 300 students, time tabled between 9am and 5pm.Six are already open with another 6 planned by the end of 2012. They will teach through community projects, enterprise and work experience. By focussing on how subjects are delivered they may be able to contribute to closing the divide in vocational and academic education. These 2 different types of establishments are quasi(prenominal) in the way they are designed to transform of 14-19 education, such as opening times and their work and the community experiences approaches to learning. The biggest difference is the number of students enrolled.It seems that enormous academies have been growing over the last couple of years with come in excess of 1000 students. Throughout the research I have read there has been no mention of class sizes. It has been proved in the past that some students do n ot flourish in a large class environment but yet no one has thought to research this. I think on occasions students become a number and I hope that in the future we can still personalise education for the individual as they are all unique.Conclusion During this literature review I found a diverse range of opinions articles written about VE and academic education and how they can be both valued in society . In January 2012 Alison Wolf plump for the action to remove the equivalency of GCSEs from most vocational subjects. I feel this widens the gap of value between the two education routes but, UTCs and Studio Schools offer alternatives and it may be an advantage to separate academic and VE entirely.Through this research I have looked at many areas, concerns and government policies and one of the areas that I think is more important and has a direct relationship to teaching is how 14-16 years old learners integrate into FE colleges and whether learning is appropriate and meets their needs this is an important consideration that requires more research. Word Count-3100 Bibliography Connexions. (2002). Results of the Connexions Service consultations held with young people on the green paper. 14-19 extending opportunities, raising standards. Connexions.DfES. (2002). 14-19 green Paper Consultation Workshops Review. DfES. Foster, A. (2005). Realising the Potential, A review of the future of further education colleges. Nottinghamshire DfES Publications. Nuffield Foundation. (2009). educational for All The Future of Education and Training for 14-16 Year Olds. The Future of Education and Training for 14-16 Year Olds. Fuller, A. and Unwin, L. (2011). capital of the United Kingdom Review of Education, Vocational education and training in the spotlightback to the future for the UKs Coalition Government. capital of the United Kingdom Routledge.Harkin, J. (2006). Behaving like adultsmeeting the needs of younger learners in further education. capital of the United Kingdom Lea ning and Skills Council. Higham, J and Yeomans, D. (2011). Thirty years of 14-19 education and training in England Reflections on policy, curriculum and organisation. London Review of Education, 217-230. Hodgson, A. and Spours, K. (2010). Journal of Education and Work, Vocational qualifications and progression to higher education the case of the 14-19 Diplomas in the English system. London Routledge. Hodgson, A. and Spours, K. (2011).London Review of Education, Educating 14-19 year olds in England a UK lens on possible futures. London Routledge. Hodgson, A. , Spours, K. , and Waring, M. (2005). Higher Education, Curriculum 2000 and the future reform of 14-19 qualifications in England. London Routledge. Huddleston, P, Keep, W, Unwin, L,. (2005). Nuffield Review of 14-19 Education and Training Discussion Paper 33, What might the Tomlinson and white paper proposals mean for vocational education and work based learning? Teaching and learning Research Programme (2006). 14-19 Education an d Training.London Teaching and Learning Research Programme. Teaching and Learning Research Programme. (2006). 14-19 Education and TrainingA Commentary by the Teaching and Learning Research Programme. London Teaching and Learning Research Programme. Tomlinson, M. (2004). 14-19 Curriculum and Qualifications Reform, Final Report on the Working Group on 14-19 Reform. Wolf, A. (2011). Review of Vocational Education-The Wolf Report. Websites Studio Schools Trust. n. d. online Available at www. studioschooldtrust. org Accessed 30 January 2012 University Technical Colleges. n. d. online Available at.www. utcolleges. org Accessed 30 January 2012 Newspaper Articles Baker, L. (2011). Wolfs backing of vocational training is great, but she ducks the question of how much it will cost The Times educational Supplement. 25 March 2011, p. 31. Meikle, J. (2007) Diplomas being introduced too fast, warns MPs, The Guardian. 17 May 2007. online Vasager, J. (2012). Thousands of vocational qualifications to be stripped out of GCSE league tables. The Guardian. 31 January 2012. online Wolf, A. (2012) An end to qualifications that have no real value The Guardian. 31 January 2012. online.