Orienting VET Schools for Social Inclusion: from policy to practice

1. Orienting VET Schools for Social Inclusion: from policy to practice Professor Naz Rassool The University of Reading, United Kingdom 

2. people flows (internal migration and transmigration) • social dislocation in the aftermath of political and • ethnic conflicts • displaced peoples (internal and external) • the perpetuation of historically derived social • and economic inequalities for minority ethnic • groups and • at-risk groups including: • the disabled, urban and rural poor • socially excluded groups existing outside • mainstreamsociety

3. Knowledge-based Economy • worker practices (interactive group work, integrated group work, individual task performance, peer-training, peer-learning, peer-tutoring) • skills competences (technological, practical problem solving, communication including intercultural communication, multilingualism and interpersonal, communication, decision-making, initiative, innovation, planning, evaluation) • multi-skilling, multi-tasking • awarenesses (multicultural, reflexive self-learning, learning to learn, continuous skills upgrading, labour market) • the need for lifelong learning • the need for high qualityeducational and training • Institutional knowledge sharing and knowledge transfer across systems

4. Education and Training: EU Response to Globalization Providing high-quality education and investing more and more effectively in human capital and creativity throughout people’s lives are crucial conditions for Europe’s success in a globalised world’ ( European Council, March 13and 14, 2008) EU Key Competences for Lifelong Learning Initial education and training should support the development of these key competences to a level that equips all young people — including the disadvantaged — for further learning and working life. Adult education and training should give real opportunities to all adults to develop and update their key competences throughout life (European Commission, 2010).

5. Labour market implications for VET: • literacy levels • pedagogical approaches and flexible learning pathways • skills linked to the labour market grounded in open learning tasks that encourage real problem solving, decision-making and reflexive self-evaluation • a common, co-ordinated qualifications framework for VET teachers • Reflexive knowledge and skills updating by teachers • a VET quality assurance and enhancement framework responsible for monitoring and improving organizational and teacher competences

6. Cultural capitalderives from Bourdieu (1990) and refers to the range of relevant forms of knowledge, skills and awarenesses that can be exchanged within the labour market (and the social market, that is, the arenas in which citizenship is enacted) Social capitalrefers to networks of support, learning communities, communities of practice, contexts of learning and, more importantly, the shaping of the ‘lifeworld’ of diverse groups of learners.

7. Civic development is essentially a social process of action learning, in which practitioners from diverse sectors, disciplines, and organizations work together to share ideas and best practices, create new approaches, and build new capabilities. The full potential of this learning process is only realized when it connects all the players at various levels who can contribute to it. (Snyder and Wenger, 2004)

8. Social Inclusion Approaches in English Schools – National Framework • Children Act 2004 (influenced by UN Convention of the Rights of the Child 1989 and European Convention on Human Rights 1998) • Every Child Matters Framework • Aim Higher • Main Aim: to narrow the gap between those who do well and those who do not

9. Every Child Matters • Local interpretation to suit local/school needs • Looked After Children • Special Educational Needs (learning difficulties, disability, gifted & talented) • Ethnic Minorities • At Risk Groups • Coordination of Services including Voluntary Sector • Local Social Inclusion Units – multi-agency teams focus on Behavioural, Emotional and Social Development Needs (BESD) • Educational achievement is the most effective way to improve outcomes for poor children and break cycles of deprivation

12. AimHigher • National programme which aims to widen participation in higher education (HE) by raising the aspirations and developing the abilities of young people from under-represented communities. • Overwhelmingly these are people from lower socio-economic groups and disadvantaged backgrounds. • AimHigher partnerships build cross-sector relationships which break down the barriers which institutions and systems can unwittingly create for learners.

13. Backing Young Britain: Investing in Potential (2009)

14. Apprenticeship post 18 Further education Higher education Employment Employment with training CONSIDEROPTIONS Higher or Advanced Diploma GCSE 18 Foundation or Higher Diploma CONSIDEROPTIONS CONSIDEROPTIONS 16 14 Employment withtraining CONSIDEROPTIONS 17 Main routes through 14-19 education and training in 2015 and beyond GCSE / A-Level Foundation Learning FoundationLearning Apprenticeship There are, of course, many other Options after you turn 18, including a gap year and volunteering Functional Skills and Personal,Learning and Thinking Skills The Diploma combines theoretical study with practical experience based around a work-related curriculum. It is available at Foundation, Higher and Advanced level (Level 1 - Level 3). Higher or Advanced Diploma Well before the decision points information and advice will be critical to guide young people to make the best choice for them in relation to their prior learning. Some students may change paths at 17 because there are more one year courses available after 16. GCSE and A level qualifications are regularly updated to ensure that they remain high quality, relevant and interesting. They can be combined with Diplomas. GCSE / A Level Apprenticeships allow students to learn at work and gain qualifications. The number and range of Apprenticeships is increasing hugely so 1 in 5 will take this route by 2020. Apprenticeship i This is for learners not ready for a full level 2 qualification and include a mix of learning to suit the individual. FoundationLearning

15. VET Social Inclusion: an integrated approach • a coherent, integrated planning processthat defines needs through research of the country, region, locality and community, establishes sustainable multidisciplinary networks as well as networks with the community • coherent and integrated implementation processthat allows for needs analysis at local level, allocates resources according to need, is accountable, evaluative and self-learning.

17. VET: Learning Ecologies • are self-learning, adaptive and transformative • take into account local, regional and national employment needs • are mindful of the differentiated linguistic and cultural ecologies within the community • are coherently and realistically linked to educational aims that empower learners • are formalized and financed in relation to the levels and kinds of local need • have an adequate range of appropriate teaching and learning resources that can support policy implementation • are monitored and evaluated by all stake holders and learning outcomes inform future planning • VET schools, integrated into their localities, and in dialogue with wider society have a major role to play in building socially cohesive societies – and develop human capital.