Defining ‘knowledge’ in vocational education qualifications in England: an analysis of key stakeholders and their constructions of knowledge, purposes and content

Abstract

What is meant by ‘knowledge’ in vocational education qualifications and who decides? These are significant questions in a context where ‘skill’ is the prevailing discourse. This paper reports on a research project, undertaken in 2010–2011, which investigated the role of national stakeholders in defining knowledge in vocational education qualifications at levels 2 and 3 in the English qualifications framework. The paper explores who the key constituencies were at this point in time, and how they conceptualised the purpose and content of vocational education qualifications. The study found a complex mix of stakeholders involved in design and regulation of qualifications, but it was difficult to discern who took responsibility for knowledge beyond qualification awarding bodies. While concern was expressed about the dominant role of employers, other constituencies such as higher education subject specialists and teachers were missing. There was a lack of consensus amongst stakeholders about the purposes of vocational education qualifications, and uncertainty about their role as preparation for both work and further study. The study indicates the complicated and unstable state of knowledge in vocational education qualifications. It is argued that knowledge needs to be considered in greater depth as part of qualification design, so that vocational qualifications genuinely enable progression, whether to employment or to higher levels of education.

Keywords:

• vocational education
• knowledge
• qualification design

Acknowledgements

This paper is based on the work of the Knowledge in Vocational Education Project team, and my thanks go to the other members of the team, Kathryn Ecclestone (University of Sheffield) and Sandra Cooke (University of Birmingham).

Notes

1. Level 2 in the English National Qualifications Framework = level 3 in the European Qualifications Framework. Level 3 in the English National Qualifications Framework = level 4 in the European Qualifications Framework. See http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm

2. BTEC, part of Edexcel, which is owned by Pearson. OCR: Oxford Cambridge and RSA Examinations. These are two of the main awarding bodies for qualifications in England.

3. This paper does not discuss the detail of the reforms that have followed on from the Wolf Report of 2011. These include:revisions to the regulation of school and collegebased general vocational qualifications for 14–19 year olds, which will no longer be required to comply with the QCF designed for occupational qualifications;removing the control exerted by occupational SSC in determining the content of qualifications for young people;the radical revision of criteria for recognising the equivalence of different qualifications for the purpose of ranking schools in league tables.In addition, the Qualifications and Curriculum Development Authority (QCDA) was abolished in March 2012. The QCDA was responsible for developing curriculum and assessment, and reviewing and reforming qualifications designed for students in compulsory and 16-19 education. The abolition of the QCDA could lead to a significant increase in institutional autonomy over the curriculum offered to students.

4. The DfE was the Department of Children, Schools and Families (DCSF) until 2010.

5. QCA: Non-Departmental Public Body of the DCSF in the UK (1997–2010).

6. See appendix 3 for diagram of stakeholders identified in this project.

7. The Edge Foundation is an independent education foundation, created following the sale of the awarding body Edexcel to Pearson plc in 2004. Edge describes itself as ‘dedicated to raising the status of practical, technical and vocational learning’. http://www.edge.co.uk/about-edge (accessed July, 2011).