Re-conceptualising VET: responses to covid-19

Journal article


Avis, R., Atkins, L., Esmond, B. and McGrath, S. 2020. Re-conceptualising VET: responses to covid-19. Journal of Vocational Education and Training. 73 (1), pp. 1-23. https://doi.org/10.1080/13636820.2020.1861068
AuthorsAvis, R., Atkins, L., Esmond, B. and McGrath, S.
Abstract

The paper addresses the impact of Covid-19 on vocational education and training, seeking to discern the outline of possible directions for its future development within the debates about VET responses to the pandemic. The discussion is set in its socio-economic context, considering debates that engage with the social relations of care and neo-liberalism. The paper analyses discourses that have developed around VET across the world during the pandemic, illustrating both possible continuities and ruptures that may emerge in this field, as the health crisis becomes overshadowed in public policy by the prioritisation of economic recovery and social restoration. The paper concludes that, alongside the possibility of a narrowing of VET to its most prosaic aims and practices, the health crisis could also lead to a re-conceptualisation that develops its radical and emancipatory possibilities in both the global south and north.

KeywordsNeo-liberalism; Pandemic; global south
Year2020
JournalJournal of Vocational Education and Training
Journal citation73 (1), pp. 1-23
PublisherTaylor & Francis
ISSN1747-5090
Digital Object Identifier (DOI)https://doi.org/10.1080/13636820.2020.1861068
Web address (URL)https://www.tandfonline.com/doi/full/10.1080/13636820.2020.1861068
http://hdl.handle.net/10545/625562
hdl:10545/625562
Output statusPublished
Publication dates
Online30 Dec 2020
Publication process dates
Accepted06 Nov 2020
Deposited28 Jan 2021, 11:57
ContributorsUniversity of Derby and University of Nottingham
File
File Access Level
Open
File
Permalink -

https://repository.derby.ac.uk/item/92v1x/re-conceptualising-vet-responses-to-covid-19

Download files

  • 30
    total views
  • 1
    total downloads
  • 2
    views this month
  • 0
    downloads this month

Export as

Related outputs

Education, Skills and Social Justice in a Polarising World: Between Technical Elites and Welfare Vocationalism
Esmond, Bill and Atkins, Liz 2022. Education, Skills and Social Justice in a Polarising World: Between Technical Elites and Welfare Vocationalism. Routledge.
Beyond ‘Migration’ and ‘Inclusion’ in Work-Life: racialisation and VET
Avis, R., Orr, Kevin and Warmington, Paul 2022. Beyond ‘Migration’ and ‘Inclusion’ in Work-Life: racialisation and VET. in: Herrera, L. M., Teräs, M., Gougoulakis, P. and Kontio, J. (ed.) Migration and Inclusion in Work Life: The role of VET Stockholm Atlas Akademi. pp. 27-59
Teacher Educators in Vocational and Further Education
Esmond, B. 2022. Teacher Educators in Vocational and Further Education . Taylor & Francis. https://doi.org/10.1080/13636820.2022.2088643
Addressing in/equalities: a re-imagined curriculum for low-attaining youth
Atkins, L. 2022. Addressing in/equalities: a re-imagined curriculum for low-attaining youth. Qualitative Research Journal. https://doi.org/10.1108/QRJ-01-2022-0011
Retrieving and recontextualising VET theory
Bill Esmond, Ketschau, T. J., Schmees, J. K., Steib, C. and Wedekind, V. 2022. Retrieving and recontextualising VET theory. bwp@ Berufs- und Wirtschaftspädagogik - online.
‘The industrious muse?’ Commodification and craft in further and higher education
Esmond, B. 2022. ‘The industrious muse?’ Commodification and craft in further and higher education . in: Broadhead, S., Tobias-Green, K., Esmond, B., Smith, M., Snare, E. and Huxtable, J. (ed.) The industrialisation of arts education London Palgrave McMillan.
Race and vocational education and training in England
Avis, James, Orr, kevin and Warmington, Paul 2017. Race and vocational education and training in England. Journal of Vocational Education and Training. 69 (3), pp. 292-310. https://doi.org/10.1080/13636820.2017.1289551
Comfort radicalism and NEETs: a conservative praxis
Avis, James 2014. Comfort radicalism and NEETs: a conservative praxis. International Studies in Sociology of Education. 24 (3), pp. 272-289. https://doi.org/10.1080/09620214.2014.943030
Socio-technical imaginary of the fourth industrial revolution and its implications for vocational education and training: a literature review
Avis, James 2018. Socio-technical imaginary of the fourth industrial revolution and its implications for vocational education and training: a literature review. Journal of Vocational Education and Training. https://doi.org/10.1080/13636820.2018.1498907
HE in FE: vocationalism, class and social justice
Avis, James and Orr, kevin 2016. HE in FE: vocationalism, class and social justice. Research in Post Compulsory Education. 21 (1-2), pp. 49-65. https://doi.org/10.1080/13596748.2015.1125666
“It’s all about work”: New times, Post-Fordism and vocational pedagogy
Avis, James 2018. “It’s all about work”: New times, Post-Fordism and vocational pedagogy. in: Routledge.
VET realignment and the development of technical elites: learning at work in England
Esmond, Bill and Atkins, Liz 2020. VET realignment and the development of technical elites: learning at work in England. International Journal for Research in Vocational Education and Training (IJRVET). https://doi.org/10.13152/IJRVET.7.2.4c
Vocational teachers and workplace learning: integrative, complementary and implicit accounts of boundary crossing
Esmond, Bill 2020. Vocational teachers and workplace learning: integrative, complementary and implicit accounts of boundary crossing. Studies in Continuing Education. https://doi.org/10.1080/0158037X.2020.1767564
Researching Technical and Vocational Education and Training in a UK Context: classic works and contemporary concerns
Atkins, L. 2020. Researching Technical and Vocational Education and Training in a UK Context: classic works and contemporary concerns. in: Ward, M. R. M. and Delamont, S. (ed.) Handbook of Qualitative Research in Education United Kingdom Edward Elgar.
Emerging apprenticeship practitioner roles in England: conceptualising the subaltern educator
Esmond, Bill 2019. Emerging apprenticeship practitioner roles in England: conceptualising the subaltern educator. Vocations and Learning. https://doi.org/10.1007/s12186-019-09233-0
'Bridging' the gap between VET and higher education: permeability or perpetuation?
Esmond, Bill 2019. 'Bridging' the gap between VET and higher education: permeability or perpetuation? VETNET. https://doi.org/10.5281/zenodo.3457492.
The role of education and training in the development of technical elites: work experience and vulnerability
Esmond, Bill, Atkins, Liz and Suart, Rebecca 2019. The role of education and training in the development of technical elites: work experience and vulnerability. VETNET. https://doi.org/10.5281/zenodo.3457494
Pride and Prospects: Developing a socially just level 1 curriculum to enable more positive school to work transitions
Atkins, Liz 2019. Pride and Prospects: Developing a socially just level 1 curriculum to enable more positive school to work transitions.
Evaluation of premiership rugby’s HITZ learning academy programme
Defeyter, Greta, Graham, Pamela, Atkins, Liz, Harvey-Golding, Louise and Crilley, E 2017. Evaluation of premiership rugby’s HITZ learning academy programme. Premiership Rugby/Northumbria University, Healthy Living Lab.
Getting Qualified in Woodwork: Young peoples reasons for choosing VET programmes in the UK
Atkins, Liz 2014. Getting Qualified in Woodwork: Young peoples reasons for choosing VET programmes in the UK. NCVER.
Social class
Atkins, Liz 2009. Social class. in: Oxford University Press.
Teaching Higher Education Courses in Further Education Colleges
Tummons, Jonathan, Orr, kevin and Atkins, Liz 2013. Teaching Higher Education Courses in Further Education Colleges. Sage.
The Odyssey: School to work transitions, serendipity and position in the field
Atkins, Liz 2016. The Odyssey: School to work transitions, serendipity and position in the field. British Journal of Sociology of Education. https://doi.org/10.1080/01425692.2015.1131146
Higher/degree apprenticeships and the diversification of transitions in England
Esmond, Bill 2019. Higher/degree apprenticeships and the diversification of transitions in England.
Continental selections? Institutional actors and market mechanisms in post-16 education in England
Esmond, Bill 2019. Continental selections? Institutional actors and market mechanisms in post-16 education in England. Research in Post Compulsory Education.
Apprenticeship teaching in England: new practices, roles and professional formation for educators.
Esmond, Bill 2019. Apprenticeship teaching in England: new practices, roles and professional formation for educators.
Research Methods for Social Justice and Equity in Education
Atkins, L. and Duckworth, V. 2019. Research Methods for Social Justice and Equity in Education. Bloomsbury.
‘I don’t make out how important it is or anything’: identity and identity formation by part-time higher education students in an English further education college.
Esmond, Bill 2012. ‘I don’t make out how important it is or anything’: identity and identity formation by part-time higher education students in an English further education college. Journal of Vocational Education and Training. 64 (3), pp. 351-364. https://doi.org/10.1080/13636820.2012.691537
Social Justice and Education
Atkins, L. 2019. Social Justice and Education. in: Tummons, J. (ed.) PCET: Learning and Teaching in the Post-compulsory Sector London, United Kingdom SAGE Publishing. pp. 43-52
Beyond comparative institutional analysis: a workplace turn in English TVET
Esmond, Bill 2018. Beyond comparative institutional analysis: a workplace turn in English TVET.
What is the Impact of University Work-Based Learning for Early Years Practitioners in Norway and England? Examples of Processes, Outcomes and Impact from the Undertaking of Work-Based Projects
Furu, A., Heslop, K., Kaarby, K. M. E., Lindboe, I. M., Mpofu-Currie, L. and Atkins, L. 2018. What is the Impact of University Work-Based Learning for Early Years Practitioners in Norway and England? Examples of Processes, Outcomes and Impact from the Undertaking of Work-Based Projects. Journal of Widening Participation and Lifelong Learning. 20 (2), pp. 28-50. https://doi.org/10.5456/WPLL.20.2.28
‘They get a qualification at the end of it, I think’: incidental workplace learning and technical education in England
Esmond, Bill 2017. ‘They get a qualification at the end of it, I think’: incidental workplace learning and technical education in England. Journal of Vocational Education and Training. https://doi.org/10.1080/13636820.2017.1393000
More morphostasis than morphogenesis? The ‘dual professionalism’ of English Further Education workshop tutors
Esmond, Bill and Wood, Hayley 2017. More morphostasis than morphogenesis? The ‘dual professionalism’ of English Further Education workshop tutors. Journal of Vocational Education and Training. https://doi.org/10.1080/13636820.2017.1309568
Youth transitions, VET and the making of class: changing theorisations for changing times?
Avis, J. and Atkins, L. 2017. Youth transitions, VET and the making of class: changing theorisations for changing times? Research in Post Compulsory Education. 22 (2), pp. 165-185. https://doi.org/10.1080/13596748.2017.1314678
Professionalism in vocational education: international perspectives
Atkins, Liz and Tummons, Jonathan 2017. Professionalism in vocational education: international perspectives. Research in Post Compulsory Education. 22 (3), pp. 355-369. https://doi.org/10.1080/13596748.2017.1358517
Research methods teaching in vocational environments: developing critical engagement with knowledge?
Gray, Claire, Turner, Rebecca, Sutton, Carole, Petersen, Carolyn, Stevens, Sebastian, Swain, Julie, Esmond, Bill, Schofield, Cathy and Thackeray, Demelza 2015. Research methods teaching in vocational environments: developing critical engagement with knowledge? Journal of Vocational Education and Training. https://doi.org/10.1080/13636820.2015.1050443
Part-time higher education in English colleges: Adult identities in diminishing spaces
Esmond, Bill 2016. Part-time higher education in English colleges: Adult identities in diminishing spaces. Studies in the Education of Adults. https://doi.org/10.1080/02660830.2015.11661672
Book Symposium on James Avis (2015) Social Justice, Transformation and Knowledge: policy, workplace learning and skills. Abingdon/New York Routledge
Atkins, L., Warmington, P. and Duckworth, V. 2016. Book Symposium on James Avis (2015) Social Justice, Transformation and Knowledge: policy, workplace learning and skills. Abingdon/New York Routledge. Journal for Critical Education Policy Studies. 14 (1).
Creating feminised critical spaces and co-caring communities of practice outside patriarchal managerial landscapes
Duckworth, Vicky, Lord, Janet, Dunne, Linda, Atkins, Liz and Watmore, Sue 2016. Creating feminised critical spaces and co-caring communities of practice outside patriarchal managerial landscapes. Gender and Education. 28 (7), pp. 903 - 917. https://doi.org/10.1080/09540253.2015.1123228
Towards an epistemically neutral curriculum model for vocational education: from competencies to threshold concepts and practices
Atkins, L., Hodges, S. and Simons, M. 2016. Towards an epistemically neutral curriculum model for vocational education: from competencies to threshold concepts and practices. International Journal of Training Research. 14 (3), pp. 230-243. https://doi.org/10.1080/14480220.2016.1256895
Dis(en)abled: Legitimating discriminatory practice in the name of inclusion?
Atkins, L. 2016. Dis(en)abled: Legitimating discriminatory practice in the name of inclusion? British Journal of Special Education. 43 (1), pp. 6-21. https://doi.org/10.1111/1467-8578.12123
Feminine men and masculine women: in/exclusion in the academy
Atkins, L. and Vicars, M. 2016. Feminine men and masculine women: in/exclusion in the academy. Education and Training. 58 (3), pp. 252 - 262. https://doi.org/10.1108/et-10-2015-0100
Youth Transitions, VET and the ‘Making’ of Class: A European Perspective
Avis, J. and Atkins, L. 2015. Youth Transitions, VET and the ‘Making’ of Class: A European Perspective. ECER 2015.
Professionalism in Further Education: International Perspectives
Atkins, L. and Tummons, J. 2015. Professionalism in Further Education: International Perspectives. BERA Annual Conference 2015.
Nothing changes: Perceptions of vocational education in a coalition era
Atkins, Liz and Flint, Kevin 2015. Nothing changes: Perceptions of vocational education in a coalition era. International Journal of Training Research. 13 (1), pp. 35-48. https://doi.org/10.1080/14480220.2015.1051344
The odyssey: school to work transitions, serendipity and position in the field
Atkins, Liz 2015. The odyssey: school to work transitions, serendipity and position in the field. British Journal of Sociology of Education. 38 (5), pp. 641-655. https://doi.org/10.1080/01425692.2015.1131146
Dis(en)abled: the lived experiences of inclusion policies amongst disabled young people
Atkins, L. 2014. Dis(en)abled: the lived experiences of inclusion policies amongst disabled young people. BERA Annual Conference, Institute of Education, London.
‘There must be things I can do, there must be doors it can open’: The reality of undertaking Foundation Level programs post-16
Liz Atkins 2014. ‘There must be things I can do, there must be doors it can open’: The reality of undertaking Foundation Level programs post-16. NSW Adult Literacy & Numeracy Conference. https://doi.org/10.13140/rg.2.1.1148.2641
Teaching in the VET Sector in Australia
Atkins, L. 2014. Teaching in the VET Sector in Australia. David Barlow Publishing.
Reflective Practice for VET Teachers
Atkins, L. 2014. Reflective Practice for VET Teachers. in: Brennan, Kemmis, R. and Atkins, L. (ed.) Teaching in the VET Sector in Australia Macksville David Barlow Publishing.
Going further and higher together
Atkins, L. and Johnstone, C. 2014. Going further and higher together. Learning and Teaching Conference, Ballarat.
Learning on the margins: experiencing low level VET programmes in a UK context
Atkins, L. 2014. Learning on the margins: experiencing low level VET programmes in a UK context. AVETRA.
Great Expectations: youth transitions in troubled times
Atkins, L. 2014. Great Expectations: youth transitions in troubled times. BERA Conference 2014, 23-25 September 2014, London. BERA.
Policy Echoes: Vocational Education and Special Educational Needs
Liz Atkins 2013. Policy Echoes: Vocational Education and Special Educational Needs. JVET Conference. https://doi.org/10.13140/rg.2.1.5099.6567
Researching 'with', not 'on': engaging marginalised learners in the research process
Atkins, L. 2013. Researching 'with', not 'on': engaging marginalised learners in the research process. Research in Post Compulsory Education. 18 (1-2), pp. 143-158. https://doi.org/10.1080/13596748.2013.755853
Disabled voices from the margins : experiencing inclusion as forms of exclusion
Atkins, L. 2013. Disabled voices from the margins : experiencing inclusion as forms of exclusion. Discourse Power and Resistance Conference 2013.
An Absence of Policy: Vocational education and special educational needs
Atkins, L. 2013. An Absence of Policy: Vocational education and special educational needs. JVET Conference.
From Marginal Learning to Marginal Employment? The Real Impact of Learning Employability Skills
Atkins, L. 2013. From Marginal Learning to Marginal Employment? The Real Impact of Learning Employability Skills. Power and Education. 5 (1), pp. 28-37. https://doi.org/10.2304/power.2013.5.1.28
Teaching Higher Education Courses in Further Education Colleges
Tummons, J., Orr, K. and Atkins, L. Teaching Higher Education Courses in Further Education Colleges. Routledge.
Tom, Ollie and Emily: Reflections on inclusion as an exclusive experience
Atkins, L. 2012. Tom, Ollie and Emily: Reflections on inclusion as an exclusive experience. Race Equality Teaching. 31 (1), pp. 27-30. https://doi.org/10.18546/ret.31.1.06
Social control in practice: the impact of learning employability skills
Atkins, L. 2012. Social control in practice: the impact of learning employability skills. Discourse, Power and Resistance, 2-4 April 2012.
No Change There Then: Perceptions of vocational education in a coalition era
Atkins, L. 2012. No Change There Then: Perceptions of vocational education in a coalition era. ERA Annual Conference 2012, 4 - 6 September 2012, Manchester. BERA.
Qualitative Research in Education
Atkins, L. and Wallace, S. 2012. Qualitative Research in Education. Sage.
Practical Matters: What young people think about vocational education in England
Atkins, L., Flint, K. and Oldfield, B. 2011. Practical Matters: What young people think about vocational education in England. City and Guilds Centre for Skills Development.
A Guide to Instrumentalism: Initial teacher education in the lifelong learning sector
Atkins, L. 2011. A Guide to Instrumentalism: Initial teacher education in the lifelong learning sector. 55th ICET World Assembly, 11-14 July 2011, Glasgow.
Building a future or rehearsing impossible dreams? The reality of undertaking Level 1 vocational programmes post-16
Atkins, L. 2011. Building a future or rehearsing impossible dreams? The reality of undertaking Level 1 vocational programmes post-16. Researching Higher Education and Lifelong Learning.
Teaching 14-19 Learners in the Lifelong Learning Sector
Atkins, L. and Peart, S. 2011. Teaching 14-19 Learners in the Lifelong Learning Sector. United Kingdom Learning Matters.
Teaching for Inclusion: pedagogies for the 'sector of the second chance'
Atkins, L. 2010. Teaching for Inclusion: pedagogies for the 'sector of the second chance'. in: Wallace, S. (ed.) The Lifelong Learning Sector Reflective Reader Great Britain Learning Matters. pp. 29-41
Smoke and Mirrors: Opportunity and Aspiration in 14-19 Education
Atkins, L. 2010. Smoke and Mirrors: Opportunity and Aspiration in 14-19 Education. Discourse Power and Resistance Conference, 30 March-1 April 2010.
Opportunity and Aspiration, or the Great Deception? The Case of 14-19 Vocational Education
Atkins, L. 2010. Opportunity and Aspiration, or the Great Deception? The Case of 14-19 Vocational Education. Power and Education. 2 (3), pp. 253-265. https://doi.org/10.2304/power.2010.2.3.253
Social class
Atkins, L. 2009. Social class. in: A Dictionary of Education Oxford Oxford University Press.
Invisible Students, Impossible Dreams: Experiencing Vocational Education 14-19
Atkins, L. 2009. Invisible Students, Impossible Dreams: Experiencing Vocational Education 14-19. Stoke-on-Trent, England Trentham Books.
Travelling hopefully: an exploration of the limited possibilities for Level 1 students in the English further education system
Atkins, Liz 2008. Travelling hopefully: an exploration of the limited possibilities for Level 1 students in the English further education system. Research in Post Compulsory Education. 13 (2), pp. 195-204. https://doi.org/10.1080/13596740802141329
Level 1 Vocational Learning: Predestination disguised as opportunity?
Atkins, L. 2008. Level 1 Vocational Learning: Predestination disguised as opportunity? British Education Research Association (BERA) Annual Conference, 3 September 2008, Edinburgh. BERA.
Tears of the phoenix: how nurturing and support became the 'cure' for further education
Atkins, L. 2008. Tears of the phoenix: how nurturing and support became the 'cure' for further education. British Education Research Association (BERA) Annual Conference, 3 September 2008, Edinburgh. BERA.
Visions, Dreams and Reality: The limited possibilities for level 1 post-16 students
Atkins, L. 2007. Visions, Dreams and Reality: The limited possibilities for level 1 post-16 students. British Education Research Association (BERA) Annual Conference, 8 September 2007, London. BERA.
It’s in their nature to nurture: a comparison of PCE mentors’ perception of their role and the emerging national requirements
Wallace, S. and Atkins, L. 2006. It’s in their nature to nurture: a comparison of PCE mentors’ perception of their role and the emerging national requirements. British Education Research Association (BERA) Annual Conference, 9 September 2006, Warwick. BERA.
Researching ‘with’ not ‘on’: Engaging Foundation GNVQ students in the research process - emerging themes from the study
Atkins, L. 2005. Researching ‘with’ not ‘on’: Engaging Foundation GNVQ students in the research process - emerging themes from the study. British Education Research Association (BERA) Annual Conference, 16 September 2005, University of Glamorgan. BERA.
Foundation GNVQ: an invisible cohort?
Atkins, Liz 2005. Foundation GNVQ: an invisible cohort? Research in Post Compulsory Education. 10 (3), pp. 325-336. https://doi.org/10.1080/13596740500200208