Learning on the margins: experiencing low level VET programmes in a UK context

Paper presented at AVETRA 2014 : 17th Annual Conference: Informing Changes in VET Policy and Practice: The Central Role of Research, 22-24 April 2014, Surfers Paradise.

This paper draws on an empirical study conducted in the UK to explore some of the issues surrounding young people on the lowest level VET programmes and make suggestions about ways in which the learner experience at this level might be enhanced. UK policy perception of young people undertaking low level VET programmes in Further Education (FE) colleges tends to characterise them within a deficit model of social exclusion, disaffectionand disengagement(Colley, 2003:169). Many have special educational needs (Atkins, 2013a). They have been the focus of multiple initiatives in both the context of the New Labour 14-19 agenda, and more recently in the Coalition governments response to the Wolf Review of Vocational Education (2011). These initiatives have largely consisted of the provision of routes through a range of VET opportunities, allegedly to enable young people to engage with the knowledgesociety (Bathmaker, 2005). This paper problematises these notions of opportunity, drawing on the little storiesof four young people to argue that the rhetoric which permeates Government documents fails to consider the significance of young peoples social and educational positioning. Finally, the paper considers the implications of these issues in terms of future practice, policy and research in the UK context