Practical lessons

The City & Guilds Centre for Skills Development report advances theory of vocational teaching

25 January 2013 / Be the first to comment

The City & Guilds Centre for Skills Development report advances theory of vocational teaching.

British industry needs school leavers armed with more than just a routine level of subject knowledge and expertise, according to a new report launched by the City & Guilds Centre for Skills Development (CSD). It reveals that vocational education can satisfy the demands of UK businesses – but only if training equips workers with six outcomes: routine expertise, resourcefulness, business-like attitudes, functional literacies, craftsmanship, and wider skills for growth.

The report, ‘How to Teach Vocational Education: A Theory of Vocational Pedagogy’ makes the case for a vocational system of teaching across the UK in schools, colleges, further education colleges and within businesses. It highlights how the best vocational learning is hands-on, practical, and based on real world practices and business models. The findings underline an ‘urgent need’ to focus on the practical learning sector and advance teaching methods and centres to better suit this method of educating.

In addition, teachers of vocational subjects must possess the most up-to-date industry knowledge, as well as the ability to understand and adapt to the needs of each individual learner. Report authors, Bill Lucas and Guy Claxon from the Centre for Real-World Learning, point to the need for experienced teachers with a highly sophisticated understanding of the learning methods available to them.

Charlynne Pullen, Senior Researcher at CSD, believes that vocational education is key to delivering a skilled workforce: ‘That’s why we believe that it is time for the sector to develop a widely accepted vocational pedagogy, rather than one that is borrowed from general education,’ she said.

Sally Dicketts, Principal of Oxford and Cherwell Valley College welcomed the CSD report: ‘It documents good practice, offers practitioners a model for decision making and it provides a strong foundation for the development of a sector-owned vocational pedagogy.’


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