The magic roundabout: work‐related learning within the 14–19 curriculum

Abstract

This article examines the cyclical nature of government policy vis‐à‐vis work‐related learning. First, it looks at the purposes and types of work‐related learning which exist in the 14–19 educational phase. Second, it describes the policy history surrounding work‐related learning, highlighting policy emphasis on recurring themes such as enterprise education, workplace socialisation, motivation and academic achievement. Third, the way in which work‐related learning has been organised is described. This leads to a discussion of whether and to what extent the multiplicity of purposes of work‐related learning set out by the government can actually be achieved. More importantly, it suggests that the organisational and policy aspects of work‐related learning are offered as ‘new and improved products’ every so often, and that more empirical research should be undertaken and thought given before the results of this agenda can be judged effectively.

Notes

* Corresponding author: Department of Educational Studies, University of Oxford, 15 Norham Gardens, Oxford OX2 6PY, UK. Email: su‐[email protected]

We would like to thank Cathy Stasz for allowing us to use this material.

Additional information

Notes on contributors

Su‐ann Oh *

* Corresponding author: Department of Educational Studies, University of Oxford, 15 Norham Gardens, Oxford OX2 6PY, UK. Email: su‐[email protected]