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First count to five: some principles for the reform of vocational qualifications in England David Raffe, University of

First count to five: some principles for the reform of vocational qualifications in England David Raffe, University of Edinburgh SKOPE VQ Symposium Oxford, 7 February 2013. IS THE SYSTEM BROKE? Criticised for Over-prescriptive design features Particular model of occupational competence

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First count to five: some principles for the reform of vocational qualifications in England David Raffe, University of

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  1. First count to five: some principles for the reform of vocational qualifications in England David Raffe, University of Edinburgh SKOPE VQ Symposium Oxford, 7 February 2013

  2. IS THE SYSTEM BROKE? Criticised for • Over-prescriptive design features • Particular model of occupational competence • Poor labour-market returns • Complex and confusing landscape • Blocked progression • Narrowness • Failure of the middle track • Divided system

  3. … SO DOES THE SYSTEM NEED FIXING? Pause before rushing into another round of reform Criticisms may be contested, exaggerated, specific to particular subsets of VQs VQs may not be main source of weaknesses Policy busyness hasn’t worked in the past … and may have made things worse Five principles for reform of VQs …

  4. 1. Processes by which VQs are reformed are as important as the content of the reforms VQs are social constructs – favouring organic, incremental model of change VQ reforms take time Structures should enable policy memory to accumulate And support other forms of policy learning

  5. 2. Institutions matter Institutional logics may be stronger than the intrinsic logics of a qualifications system Effective qualifications tend to be associated with a ‘normal’ institution and mode Qualifications reforms need ‘policy breadth’ Learning outcomes don’t over-ride weaknesses and divisions in the system of ‘inputs’ Nor do qualifications substitute for resources and effective institutions

  6. 3. Purposes of VQs/reforms need to be clear, consistent and realistic Past ‘busyness’ may reflect different objectives Many purposes of VQs are unrealistic Others conflict with each other: inclusion v skills acquisition Purposes/roles are shaped by contrasting institutional logics: employment v education logics Different qualifications serve different purposes … so recognise and formalise the differences?

  7. 4. Move towards a more unified system ‘Unified systems’ seem to be off the policy agenda But the arguments (educational, social, economic, coordination) are still valid despite critiques The meaning of a ‘unified system’ is now clearer Can only be part of a solution Not about parity of esteem Coordinating diversity – not uniformity Tightness v scope – multilevel approach to QF Develop a loose, comprehensive, ‘communications’, credit and quals framework - incrementally

  8. 5. Be good neighbours The international and European context is increasingly important So is the UK context There are continuing interdependencies and cross-border activities involving the UK’s ‘home countries’ England is the elephant in the room: don’t squash the other creatures

  9. Final comment To the extent that these five unremarkable principles are not reflected in current arrangements … … does this confirm my initial premise, that the problem lies with the way that policy is made?

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