How to teach vocational education: A theory of vocational pedagogy

How to teach
vocational education:
A theory of
vocational pedagogy
Bill Lucas, Ellen Spencer
and Guy Claxton
with Charlynne Pullen
and Kathleen Collett
November 2012
“There is currently a lack of widely accepted
vocational pedagogy partly because the
sector is constantly changing, so the ground
rules for vocational education change. There
is a misunderstanding about who vocational
education is for. Is it for students or is it for
employers? The regime is trying to do too
many things. Is my catering course letting me
know what my skill levels are to improve and
move on to the next level, or is it access to
Higher Education?”
Sally Dicketts, Principal of Oxford and Cherwell
Valley College.
“It seems to me that the
really good practical person
engaged with their craft
intelligently would be rather
appalled by shoddy work, not
because it might mean less
money or less bonus, but
because it offends them to
see something done shoddily.”
Professor Richard Pring, Lead
Director of the Nuffield Review of
14-19 Education and Training.
“For me, the big driver in
vocational education is that it
involves real-time, real-world
activities, with an opportunity
to have a coach or guide
available to review feedback,
reflect with the person, or
even to be that guiding
hand through the process.”
Andy Smyth, Accredited Programmes
Development Manager, TUI Travel
UK and Ireland.
This research project, commissioned
by the City & Guilds Centre for Skills
Development, offers a theoretical
underpinning for a vocational pedagogy.
Our theory sets out the different types of
vocational education, the outcomes of
vocational education, and effective ways
of teaching vocational education. The
report highlights the need for a theory
of vocational pedagogy, to provide a
clear framework for understanding and
appreciating vocational education.
PHYSICAL MATERIALS
In order to assist thinking about vocational
pedagogy, our research identifies the three
types of vocational education, with the
caveat that each course or programme is
likely to be a mix of all three. They are
shown in the diagram alongside, and
together enable thinking about vocational
pedagogy that is tailored towards one or
more of these types.
Sport
science
Plumbing
Construction
management
Civil engineering
Hairdressing
Creative arts and
graphic design
Performing arts
Aromatherapy
Childcare
Electrical
installation
Information
technology
Computer games
development
Counselling Marketing
PEOPLE
2
How to teach vocational education: A theory of vocational pedagogy
Journalism Accountancy
SYMBOLS
Outcomes of vocational education
Routine expertise
In considering the outcomes of vocational
education, the research identifies six
clear outcomes that fulfil the overall
goal of developing working competence.
The six outcomes, as described through
the example of a plumber, are:
Common gas boiler
requires annual service.
1
Resourcefulness
Gas boiler is cutting out
within minutes of igniting,
and requires repair.
Functional literacies
Client shows interest,
questioning progress of
repair and likely cause
and solution.
Plumber is required to
summarise actions on work
log for client and office.
3
Business-like attitudes
Client is experiencing
repeated problem.
5
Plumber adjusts his use
of technical language
to accommodate the
experience and apparent
comprehension of the client.
Plumber summarises the
problem and actions taken
in a way that will make sense
to the client, administrative
colleagues and boss.
Plumber recognises that
client has called him out for
this problem before. He
returns at short notice for a
free-of-charge assessment
to minimise potential for
complaint, and to ensure ongoing relationship with client.
Wider skills
The problem with the
boiler is initially tricky
to solve.
6
3
2
Craftsmanship
Plumber has experience
with this make and model of
boiler, and understands the
range of potential problems
and how to fix them.
Having tried the most
obvious solution, which
has not resolved the fault,
plumber considers alternative
causes and – after some
deliberation – investigates
a blockage in the pipe that
is causing water to overheat
and affect the thermostat.
Noticing a problem with
Plumber notices a separate a sink blockage, plumber
problem in client’s house. offers to carry out a simple
maintenance operation.
Although additional time is
incurred, plumber carries
out this job because he likes
to see plumbing in good
4
working order.
Plumber has developed
resilience and determination
over time, refusing to give
up. When in doubt he uses
his resourcefulness and
consults more experienced
colleagues.
How to teach vocational education: A theory of vocational pedagogy
A theory of vocational pedagogy
The evidence is clear that vocational
education needs to be taught in the
context of practical problem-solving. The
best vocational learning is broadly handson, practical, experiential, real-world
as well as, and often at the same time
as, something which involves feedback,
questioning, application and reflection
and, when required, theoretical models
and explanations. The research identifies
a number of tried and tested teaching
and learning methods including learning
by watching, imitating, practising (trial
and error), through feedback, through
Facilitative
Role of the teacher
Didactic
Authentic
Nature of activities
Contrived
Practice
Means of knowing
Theory
Attitude to knowledge
Certain
Questioning
Extended
Organisation of time
Bell-bound
Workshop
Organisation of space
Classroom
Approach to tasks
Individual
Group
High
Virtual
Self-managing
4
conversation, by teaching and helping,
by real-world problem-solving, through
enquiry, by thinking critically and producing
knowledge, by listening, transcribing and
remembering, by drafting and sketching,
by reflecting, on the fly, by being coached,
by competing, through virtual environments,
through simulation and role play, and
through games. It also offers an approach
to decision-making for vocational teachers,
which is given below, as well as exploring
the contexts of vocational education –
people, places and cultures – and the
complex demands these bring with them.
Visibility of processes
Proximity to teacher
Role of the learner
Hidden
Face-to-face
Directed
How to teach vocational education: A theory of vocational pedagogy
City & Guilds Centre for Skills Development
The City & Guilds Centre for Skills Development (CSD) is
a not-for-profit research and development organisation
for vocational education and training. We are part of
the City & Guilds Group. We work with researchers,
practitioners and policy-makers to fulfil our mission of
influencing and improving the policy and practice of
vocational education and training worldwide through
an evidence-based approach.
We envisage a world in which all people can access the
skills and learning needed for economic and personal
well-being. By supporting the improvement of policy and
practice in vocational education and training, we can
work towards making this vision a reality.
In the UK, CSD focuses on research around vocational
teaching and learning; information, advice and guidance;
and specific interventions, for example supporting those
teaching offender learners. We also conduct a number
of projects internationally, particularly in Ghana, South
Africa and India, looking at the quality and accessibility of
skills development in these countries. More information
can be found on our website: skillsdevelopment.org
Centre for Real-World Learning,
University of Winchester
Established in 2008, the Centre for Real-World Learning
(CRL) has brought together two internationally acclaimed
thought leaders – Professor Guy Claxton and Professor Bill
Lucas, with Dr Ellen Spencer coordinating major research
activity. Together they are CRL’s research team. CoDirectors Bill and Guy have extensive experience of and
passion for practical and vocational learning and for the
development of new pedagogy. They founded CRL with
the specific intention of understanding more about how
people learn things that matter to them in the real world,
especially in practical and vocational learning. Their
website is winchester.ac.uk/realworldlearning
Selected publications by Bill and Guy include:
Bodies of Knowledge; how the learning sciences could
transform practical and vocational education (2010).
London: Edge Foundation.
Mind the Gap; Research and reality in practical and
vocational education (2010). London: Edge Foundation.
The Pedagogy of Work-based Learning: A brief overview
commissioned by the DCSF 14-19 Expert Pedagogy Group
(2010). London: DCSF.
City & Guilds
Centre for Skills Development
1 Giltspur Street
London EC1A 9DD
United Kingdom
T +44 (0) 20 7294 4160
F +44 (0) 20 7294 4199
info@skillsdevelopment.org
skillsdevelopment.org
Follow us on Twitter
@skillsdev
The full report: How to teach vocational education: A theory of vocational pedagogy will be published on the
6 December 2012, and will be available on skillsdevelopment.org after this date.
Please contact Charlynne Pullen on charlynne.pullen@skillsdevelopment.org or 020 7294 3576
for more information and to be on the distribution list.