The Role of Vocational Pathways and Qualifications in Enabling Social Mobility and Supporting “Vibrant” Regional Economies

• In Event: Rethinking Educational Pathways to Promote Access

Abstract

This paper examines the renewed focus on vocational pathways and what is referred to as ‘higher vocational education’ (BIS, 2011) in current education and training policy in England, as one example of debates about diversity and diversification (Teichler, 2008) across countries in the global west and north. In England these forms of provision are currently promoted as a means of enabling social mobility amongst the intermediate classes, and also supporting vibrant regional economies. The term ‘higher vocational learning’ to identify distinct strands of higher education provision in England has only emerged very recently, but has quickly taken hold as a means of defining and debating the future role and purpose of HE provision in England’s further education colleges. This is a crucial moment in time for such debate, with serious questions being asked about the different pathways that are needed to meet diverse needs.

This paper focuses specifically on the contribution of higher vocational learning in England in a period of rapid and radical change to the vocational education and training landscape and the higher education system. Critical understanding of the policy environment for higher vocational learning is essential. We need to understand who decides ‘what matters’ at a policy level, but we also need to understand how higher vocational learning is translated and reshaped through local activities and practices. These combined understandings are crucial for a nuanced analysis of the contribution of provision such as English HE in FE to social mobility and to regional economies.

The paper mainly takes the form of a review of relevant policies, literature, and conceptual ideas that are currently shaping policy thinking and practice concerning ‘College for All’ and higher vocational learning in England. In particular the paper applies recent perspectives on social mobility and social class (Devine, 2004 Lareau, 2011; Devine et al, 2005) to the literature on diversification of higher level provision.

This literature is used to consider the social justice implications of current policy developments for vocational pathways, and to review critically the literature on vocational routes and diversification, and how these play out in particular contexts, using England as a case in point. In particular, the paper considers how the example of England compares to the other countries in this symposium (Australia and the USA) in developing future policies and initiatives that provide pathways which are effective in supporting access to universities and other higher level education and training provision.

Author

• Ann-Marie Bathmaker, The University of Birmingham