Liberal conservatism, vocationalism and further education in England

Fisher, Roy; Simmons, Robin

doi:10.1080/14767724.2012.646881

Cited by 21 publications

(10 citation statements)

References 34 publications

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“…The 'complexity, contradictions and messiness' observed by Bathmaker and Avis (2005, p.61) are clearly still with us. Since 2010, approaches to FE professionalism have been transformed in a period of postregulatory 'liberal conservatism' (Fisher and Simmons 2012). Competition, not collaboration, is seen as the driver of standards, and volunteer teaching can perhaps be seen as exemplifying a trend to more self-interested forms of volunteering (Duguid et al 2013).…”

Section: Resultsmentioning

confidence: 99%

Trainee teachers in unpaid teaching posts: volunteering, risk and vulnerability

Thompson

Russell

2017

Journal of Vocational Education & Training

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This paper explores the experiences and perceptions of a little-known category of in-service trainee teachers in the FE and Skills sector in England: those who meet the practical teaching requirements of their course mainly through unpaid teaching as 'volunteers'. The paper reports findings from mixed-methods research which used surveys, interviews and focus groups involving trainee teachers within a large FE-HE partnership. Themes relating to motivations to volunteer, the development of teacher identity within marginal roles, and the risks associated with unpaid teaching are discussed. For increasing numbers of trainees, unpaid teaching provides an opportunity for career entry. However, the quality of teaching experience gained is mixed, with some trainees receiving high levels of support whilst others experience marginalisation and limitations on their developing teacher identities. The paper highlights the specific challenges to professionalism posed by unpaid teaching within the FE and Skills sector, and relates these challenges to a broader context of insecurity and risk. As work experience becomes an increasingly valuable commodity, this paper illustrates the pressures individuals face as they exchange payment and security for the opportunities volunteering provides.

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Section: Resultsmentioning

confidence: 99%

Trainee teachers in unpaid teaching posts: volunteering, risk and vulnerability

Thompson

Russell

2017

Journal of Vocational Education & Training

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“…Unsurprisingly, New Labour's apprenticeship scheme, as the programme of its predecessor, failed to break with the poor image of government-sponsored training programmes among young people, their parents and employers. Because of their low status and poor quality of training, English apprenticeships are "commonly regarded as an undemanding route for low attaining students" (Brockmann, et al, 2010: 116;see also Hogarth, et al, 2012;Fisher & Simmons, 2012). Reviewing New Labour's track record in vocational training policy, it has been argued that the government, in practice, prioritised the objective of social inclusion over skills formation (Rainbird, 2010;Steedman, 2011).…”

Section: On a Trodden Path: New Labour's Vet Policymentioning

confidence: 99%

Caught up in the past? Social inclusion, skills, and vocational education and training policy in England

Fleckenstein

Lee

2018

Journal of Education and Work

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Since the mid-1990s, governments of different political persuasion have tried to reform VET policy to address problems in skills formation and social inclusion. Despite considerable policy activism, success has been somewhat limited, and England failed to overcome the problems associated with its liberal training regime. This paper assesses the failure in vocational skills formation as a political economy and a public policy problem. It challenges the determinism in the political economy literature, points to poor public policy making, and outlines possible policy levers.

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“…In the last two decades of the twentieth century, vocational education in England saw an adoption of elements of progressive pedagogy leading to forms of vocational progressivism. These persist to the present day and encompass further education (FE) and large parts of the expanded higher education (HE)/university sector (see Fisher and Simmons 2012). The forms taken have included the wide-scale adoption of outcomes-based curricula, the promotion of student-centred learning, and a move towards more group work as an approach to student learning and assessment.…”

Section: Introductionmentioning

confidence: 99%

Group work and undergraduate accounting students: a Bourdieusian analysis

Teviotdale

Clancy

Fisher

et al. 2017

Research in Post-Compulsory Education

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Pat is an Academic Skills Tutor and her experience as a mature student gave her a deep interest in teaching and learning. This fascination grew as she engaged with students of vastly different abilities. Her PhD research began from the observation that students often graduated with the same idiosyncrasies in their writing that they started with. It has evolved into an exploration of the tensions and complexity surrounding the development of student writing in a higher education system which is struggling to move from the position of an elitist filter for high flyers to one which offers the opportunity for the realisation of potential to a much wider student body.

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Liberal conservatism, vocationalism and further education in England

Cited by 21 publications

References 34 publications

Trainee teachers in unpaid teaching posts: volunteering, risk and vulnerability

Trainee teachers in unpaid teaching posts: volunteering, risk and vulnerability

Caught up in the past? Social inclusion, skills, and vocational education and training policy in England

Group work and undergraduate accounting students: a Bourdieusian analysis

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