Radical reform of vocational qualifications

Citation

(2003), "Radical reform of vocational qualifications", Education + Training, Vol. 45 No. 8/9. https://doi.org/10.1108/et.2003.00445hab.002

Radical reform of vocational qualifications

Radical reform of vocational qualifications

New approaches to the organisation, regulation and design of vocational learning have been unveiled by the Learning and Skills Development Agency in a collection of six papers. A Basis for Skills contains a vision for reforming vocational qualifications to provide more flexibility and responsiveness to employers’ needs. Issues and recommendations in A Basis for Skills include:

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  Vocational qualifications: revisit the notion that “qualifications within the national system will be the preferred choice”. More emphasis to be placed on “hybrid qualifications” and achieving units rather than whole qualifications. A new set of generic vocational skills is required in addition to changes in specialist vocational skills.

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  The role of FE colleges: the role of FE colleges needs better positioning. They make a major contribution to economic development but are often overlooked in the debate about skills strategies.

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  The current infrastructure of learning providers for post 16 year olds (colleges, training companies, adult and community learning etc.) may not be adequate to deliver off-job training across a range of key occupational areas. There is a need to build the capacity of work-based learning providers and to develop new ways of delivering learning in the workplace.

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  The needs of SMEs: more emphasis needs to be placed on the needs of SMEs. Few government education and training initiatives have had a significant impact in this area.

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  Engaging learners: ways need to be found of engaging learners and encouraging them to take control of their own learning with more emphasis on the needs of the unemployed, self employed part-time and casual workers. In addition, more needs to be done to help people with learning difficulties and disabilities to achieve and find employment. Opportunities for them to achieve accreditation are not matched by opportunities for progression into employment.

A Basis for Skills has been produced to enhance policy makers, planners and providers’ understanding of the critical role of the learning and skill sector in delivering skills. The pack contains the following:

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  reviewing LSDA support for skills;

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  coherence and quality or relevance and flexibility in vocational qualifications?;

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  investigating intermediate skills;

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  further supporting business: research related support for company innovations and development; and

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  developing the college for business.

Copies can be obtained from LSDA, 19-25 Argyll Street, London, W1F 7LS, www.LSDA.org.uk