Work-related learning and ‘threshold’ thinking in an economic recession: What are young Europeans really learning?

Author(s):

David James

Conference:

ECER 2009

Network:

2. Vocational Education and Training (VETNET)

Format:

Paper

Session Information

02 SES 05 C, Aspects of Learning and Assessement

Paper Session

Time:

2009-09-29

08:30-10:00

Room:

HG, HS 26

Chair:

Andreas Saniter

Contribution

Located in terms of several European examples of the relationship between the academic and vocational in curriculum and pedagogy, this paper draws specifically on data from the Evaluation of a Learning and Skills Council (West of England) Work Related Learning Project, and in particular on interviews and observations with young people aged 14 to 16. It considers the nature of their perceptions of ‘work’ and ‘workplaces’ and focuses on how they react to explicit attempts to make the curriculum and pedagogy more work-related. This is discussed with reference to their awareness of recession and how they are positioned (and position themselves) in relation to academic achievements. The findings are discussed in the light of four strands in research-based literature, concerned with: •the relationship between WRL and policy discourses of social inclusion/exclusion, and human capital assumptions about skills as a ‘lever’ in both global competitiveness and the reduction of social deprivation (e.g. Levitas, 2005; Leitch, 2006) •the continuing association of vocational study with ‘lower ability’ or ‘disaffection’ or lack of academic capability and related issues of hierarchies of esteem (e.g. Haynes, 2008; Ofsted, 2004; Bates et al, 1998; Ecclestone, 2000); •evidence for positive motivation or engagement via vocational options in and out of school (e.g. Attwood et al, 2003; James and Simmons, 2007); •the contrast and tension between (on the one hand) the use of WRL to shore up an ‘acquisition’ pedagogy and (on the other hand) the ‘participatory’ aspects of learning in workplaces (e.g. Fuller and Unwin, 2003; Fuller et al, 2005)

Method

The paper draws upon a medium-scale research and evaluation project that is following a curriculum innovation in the West of England, UK. The evaluation makes use of interviews, observations and local-authority level data on qualifications. It also draws upon research based literature on trends in European policy (e.g. Dale and Roberston, 2009).

Expected Outcomes

Early analysis of the data suggests that work-related learning gets much of its meaning from ‘threshold thinking’, which refers to tendency for certain academic qualifications to be seen as a ‘threshold’ for young people as a whole and which re-defines many schools as failing.The paper explores the continuing tendency for WRL to be used as a tool to engage the disengaged or ‘disaffected’, and how this relates to a form of sanctification of provision for learners predicted to gain high grades in academic qualifications. It discusses how economic recession brings new challenges to the plausibility of equating ‘the real world’ with ‘the world of work’, and notes the potential damage to the icons and role-models of WRL as prominent industrial and commercial concerns are seen to fail and there is a steep rise in unemployment. The paper concludes with suggestions for finding constructive reconceptualisations of the problems identified.

References

Attwood, G., Croll, P. and Hamilton, J. (2003) ‘Re-engaging with education’ Research Papers in Education 18 (1) pp 75-95 Bates, I., Bloomer, M., Hodkinson, P. and Yeomans, D. (1998) ‘Progressivism and the GNVQ: Context, Ideology and Practice’, Journal of Education and Work 11, (2) pp. 109-26 Dale, R and Robertson, S. (eds)(2009) Globalisation and Europeanisation in Education Symposium Books Ecclestone, K. (2000) ‘Bewitched, bothered and bewildered: a policy analysis of the GNVQ policy regime 1992-2000’ Journal of Education Policy 15 (5) pp 539-58 Haynes, G. (2008) ‘Secondary headteachers’ experiences and perceptions of vocational courses in the Key Stage 4 curriculum: some implications for the 14-19 Diplomas’ Journal of Education and Work 21 (4) pp. 333-347 Fuller, A. and Unwin, L. (2003) ‘Learning as Apprentices in the Contemporary UK workplace: creating and managing expansive and restrictive participation,’ Journal of Education and Work, 16 (4): 407-426 Fuller, A., Hodkinson, H., Hodkinson, P. and Unwin, L. (2005). ‘Learning as Peripheral Participation in Communities of practice: a reassessment of key concepts in workplace learning’, British Educational Research Journal, 31 (1): 49-68. James, D. and Simmons, J. (2007) ‘Alternative assessment for engagement in a climate of performativity: lessons from an English case study’ Assessment in Education: Principles, Policy and Practice 14 (3), pp 353-371 Leitch, S. (2006) Prosperity for all in the global economy- world class skills London, HM Treasury Levitas, R. (2005) The Inclusive Society - Social exclusion and New Labour London, Macmillan Ofsted (2004) Developing new vocational pathways – Final report on the introduction of new GCSEs

Author Information

David James

Bristol Centre for Research in Lifelong Learning and Education (BRILLE)

Faculty of Social Sciences and Humanities, University of the West of England

Bristol

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