Vocational education teacher training in Scotland and England: policy and practice

Abstract

This article compares and contrasts the policy context of Vocational Education Teacher Training (VETT) in Scotland and England by setting this within its wider socio‐economic context, one emphasising lifelong learning and competitiveness. This facilitates a comparison of the two nations and enables an analysis of VETT responses to globalisation and lifelong learning. It allows an exploration of policy continuities and breaks across Scotland and England, leading to a consideration of the limits and possibilities of the different ‘solutions’ adopted. In these nations VETT is somewhat marginal having only recently become mandatory, unlike many other European responses. The article's policy analysis is complemented by a small scale illuminative case study of VETT educators in Scotland and England, which explores the way policy is lived and mediated at the site of practice. The research suggests that whilst both systems are compromised, VETT educators seek to work on the ‘good’ side of the system in which they are placed.

Keywords:

• vocational education and training
• teacher training
• policy analysis
• comparative VET
• teacher development

Notes

1. The Skills commission commenting on the English system of VETT stated: ‘Since 2007 the new teaching qualification framework for teachers in FE and the post‐compulsory sector includes:

-	a level 3 or 4 award in Preparing to Teach in the Lifelong Learning Sector (PTLLS). This is a threshold licence qualification for all new teachers in the sector, and must be achieved within the first year of teaching practice;
-	a level 3 or 4 award Certificate in Teaching in the Lifelong Learning Sector (CTLLS). This is the required qualification for all teachers who want to gain ATLS [Associate Teacher Learning and Skills] status.
-	a level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS). This is the required qualification for all teachers who want to gain QTLS [Qualified Teacher Learning and Skills] status, and must be achieved within five years of entering the profession.’ (Skills Commission 2010, 21)