‘They get a qualification at the end of it, I think’: incidental workplace learning and technical education in England

Journal article


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
AuthorsEsmond, Bill
Abstract

Workplace learning is increasingly central to the international lifelong learning agenda but has made limited contributions to full-time vocational education in England during the last 30 years. A more central role is envisaged within the technical education proposed by the 2016 Sainsbury Review and Post-16 Skills Plan, with access to work placements dominating discussion of policy implementation. A multicase study of workplace learning among post-16 students in England on current ‘study programmes’ was mapped to four of the technical routes designated by the Sainsbury Review and Skills Plan, using documentary, observation and interview data. The study drew on theorisation of the workplace as the site of situated or incidental learning, whilst noting that its opportunities are differentially allocated according to organisational or personal differences, in ways that have particular implications for young people on placements. Whilst access to more advanced learning opportunities was secured through planned, collaborative approaches, reliance on incidental learning offered more routinised experiences to students less prepared for autonomous learning. The study indicates that questions of access, knowledge and pedagogy remain to be addressed if plans for ‘technical education’ in England are to provide meaningful learning opportunities and support transitions to fulfilling work.

KeywordsWorkplace learning; Incidental learning; Situated learning; Technical education; Sainsbury review; Post-16
Year2017
JournalJournal of Vocational Education and Training
PublisherTaylor & Francis
ISSN13636820
17475090
Digital Object Identifier (DOI)https://doi.org/10.1080/13636820.2017.1393000
Web address (URL)http://hdl.handle.net/10545/621922
hdl:10545/621922
Publication dates20 Oct 2017
Publication process dates
Deposited27 Oct 2017, 15:10
Rights

Archived with thanks to Journal of Vocational Education & Training

ContributorsUniversity of Derby and College of Education, University of Derby, Derby, UK
File
File Access Level
Open
File
File Access Level
Open
File
Permalink -

https://repository.derby.ac.uk/item/95553/-they-get-a-qualification-at-the-end-of-it-i-think-incidental-workplace-learning-and-technical-education-in-england

Download files

  • 36
    total views
  • 2
    total downloads
  • 0
    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.
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
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. (ed.) The industrialisation of arts education London Palgrave McMillan. pp. 23–39
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
Re-conceptualising VET: responses to covid-19
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
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
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.
‘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
Beyond comparative institutional analysis: a workplace turn in English TVET
Esmond, Bill 2018. Beyond comparative institutional analysis: a workplace turn in English TVET.
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
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