Engaging disaffected learners in Key Stage 4 through work-related learning in England

Abstract

Work-Related Learning (WRL) has been enthusiastically embraced by UK governments since the 1990s as a means of reengaging learners in the final years of compulsory schooling. However, recent years have seen a policy shift away from WRL towards a more academic curriculum for all young people. Drawing on a qualitative study commissioned by the Qualifications and Curriculum Development Agency, this article explores good practice in using WRL to motivate 14- to 16-year-old learners. The article aimed to refocus discussion on the beneficial effects of WRL for disengaged young people. It argues that WRL can be a powerful engagement tool as part of a holistic approach to support learners to engage or reengage in learning. It also highlights that any appraisal of the merits of WRL for disaffected learners should also consider the indirect benefits such as increased confidence and motivation to participate, which can potentially lead to hard outcomes of success.

Keywords:

• Work-related learning
• vocational education
• disengaged learners
• disaffected learners
• soft outcome measures
• career guidance

Notes

1. In the Europe 2020 agenda, the term ‘Early School Leaving’ includes all forms of leaving education and training before completing upper secondary education or equivalents in vocational education and training. For example, it encompasses those who do not complete compulsory education, those who decide not to continue in education post-16 and those who ‘drop out’ post-16 (European Commission 2011).

2. Education Business Partnerships (EBPs) in the UK link the worlds of business and education to provide schools with work experience, WRL, enterprise education and careers IAG (Wikipedia website 2015).