Markets, Outcomes and the Quality of Vocational Education and Training: some lessons from a Youth Credits pilot scheme

Abstract

This paper outlines the key characteristics of a new paradigm for the management of British Vocational Education and Training. This paradigm is based on measurement of outcomes and payment by results in a market context. The clearest example of this paradigm, thus far, is the Youth Credit scheme, where young people pay for their training by means of a voucher. Based on an investigation of one of the first pilot schemes, we show that despite the existence of the new quality controls within this new paradigm, training of poor quality was experienced by several of the young people we studied. The experience of one young woman is presented as a detailed case study, from which we draw pointers to what quality training might consist of. These include: the importance of a quality learning process, which must be coherent and coordinated, including a mutually reinforcing relationship between on and off the job training, and with effective professional relationships between the learner and those others involved with training provision. The current obsession with markets and outcomes largely ignores such characteristics and may, therefore, contribute to a lowering of training quality whilst claiming to do the reverse.