In pursuit of equity vocational education and training and social justice

ABSTRACT

The paper problematises conceptualisations of Vocational Education and Training (VET) and its relationship to social justice by examining a number of debates. It explores a post-structural policy analysis which is sensitive to the manner in which, through research, we constitute the object of our inquiry and as a result of this process subtly change it. This initial discussion leads into an examination of hegemonic constructions of VET. Subsequently, the paper addresses the contours of inequality as they apply to VET and English further education. This is followed by an examination of conceptualisations of equity, equality and meritocracy. In conclusion, the paper poses a question – how far can VET be shifted from its occupational moorings in order to contribute towards a socially just society, or is it compromised by its close association with the needs of capital and employers? This is not merely an empirical but also a political question that hinges on conceptualisations of social justice and power as well as the manner in which these are addressed in the struggle for a fairer more just society.

KEYWORDS:

• Equity
• vocational education and training
• Social justice
• equality
• equal opportunity
• meritocracy

Acknowledgments

I would like to thank Professor Kevin Orr and Dr Jim Hordern who commented on an earlier version of this paper. I would also like to thank the reviewers of this paper who raised a number of challenging questions.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Notes

1. G.NVQ, General national vocational qualifications were orientated towards an occupational area rather than a specific occupation. BTEC, Business and Technology Education Council qualifications are work related.

2. The SMC remit is to ‘create a United Kingdom where the circumstances of birth do not determine outcomes in life’ (2022b, online). It is to publish an annual report that addresses the progress made towards improved social mobility. It is to promote social mobility by calling institutions to account – employers, schools, colleges of further education, universities etc. Interestingly, it is to provide, at their request, English [SIC] ministers of state with advice. I draw on its publications for two reasons. Firstly, it provides a wealth of data but secondly and more importantly, it embodies conceptualisations of social mobility that draw on mainstream academic accounts that are predominantly rooted in policy science which can cohere with a range of political standpoints found within the governing and main oppositional parties in the UK.

3. Kevin Orr drew my attention to these and the following statistics.

4. White other would include people who define themselves as white but do not belong to English, Welsh, Scottish, Romani or Irish ethnic groupings.

5. This is not to gainsay the significance attached to inequalities surrounding health, education, poverty that the report addresses.

6. See The Social Mobility Commission (2022a) chapter 3, p55.

7. The recent debacle surrounding the premiership of Liz Truss serves to remind us of the power of capitalism, the city and the ‘market’ (BBC News 2022c).