Editorial

Citation

Holden, R. (2001), "Editorial", Education + Training, Vol. 43 No. 1. https://doi.org/10.1108/et.2001.00443aaa.001

Editorial

Transition and vocationalism are very much the themes of this first issue of E+T in 2001. Chris Murray's article looks closely at transition post-16 with his critique of personal and social education in schools and within a context of what can be termed "new vocationalism" that has characterised the UK for the last two decades or so. In sharp contrast, at least in terms of context, Dhesi examines the expectations held by Indian school leavers in terms of choices post-school. Hyland and Musson address the New Deal. We seem to be bombarded almost daily by statistics on the success, or otherwise, of the New Deal in assisting unemployed young people to negotiate the transition to employed citizenship. It is refreshing, therefore, to be able to include an article which incorporates a piece of qualitative research with New Deal youngsters. As one gets older the passage of time does seem to speed up, but was it really 15 years ago that National Vocational Qualifications first appeared on the UK scene? Considered in this context, Purcell's case study article not only provides insight into the application of NVQs in one specific occupational sector, but a pertinent commentary on the transition of the system from infancy into maturity.

My current perspective on these themes of "transition" and "vocationalism" is coloured by the recent experience of my eldest son, Ben. He opted to take a "gap year" and is currently working behind the counter in an HMV shop. Another 18-year-old is also on his "gap year" and, given the closeness of their birthdays, it is inevitable that I occasionally compare my own son's development with that of a certain prince and heir to the throne. Prince William's exploits in Chile as part of his "gap year" were drawn to my son's attention by his rather envious parents, to which he replied "he's probably not in debt"! He has a point. Indeed, while "gap years" have never been more popular, I suspect that a majority are now financially driven rather than based on notions of broadening one's education and personal self development. This is to be lamented. I really felt the "gap year", or "year out" as I knew it, represented an opportunity for Ben to step off, albeit momentarily, the vocational treadmill.

In his article, Murray reflects on personal and social education within schools. He argues forcefully that the dangers of neglecting this perspective will result in a "utilitarianism" which may "drain the vitality" from the educational system. There are surely similar dangers for post-16 education. In particular, the financing of higher education, not to mention vocational A levels, two-year degrees, etc., seem to me to reflect a government confused between education and training. In its promotion of "The Learning Age" New Labour wax lyrical about education for citizenship, yet proceed to abolish tax relief on non-vocational learning and restrict the new system of Individual Learning Accounts to the purchase of vocational training.

It would be unrealistic for me not to acknowledge that Ben will probably learn a good deal at HMV. And starting higher education in the black rather than the red must be a good thing. However, this does not remove a nagging feeling that it is an opportunity lost,- and a growing suspicion that even the "gap year" may be becoming a victim of creeping vocationalism.

Richard Holden