Reforming vocational education in the UK: The role of vocational education

Lyn  Johnston; Alan Johnston

doi:10.59400/fes.v2i3.1488

Lyn Johnston Early Years and Education, York College, YO23 2BB York, UK
Alan Johnston York Business School, York St John University, YO31 7EX York, UK

Article ID: 1488

DOI: https://doi.org/10.59400/fes.v2i3.1488

Keywords: T levels; vocational education; social theory; qualifications; further education

Abstract

Education is considered a tool for addressing issues in society. This paper identifies the role of education and how it fits with social theory. Through focusing on vocational education this article considers issues to address challenges within UK productivity, focusing on post-compulsory 16–19 years old education. The article finds that there is a limited appreciation of vocational education by society and that there have been numerous attempts to achieve parity with A levels, which has never been achieved. The article ends by providing a reflection on whether it is too early to tell and sets the challenge that while it is important to see if T levels, which were introduced in September 2020, do improve productivity and economic prosperity, it is more important to research whether they actually create parity within the qualification structure.

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