How to teach vocational education: A theory of vocational pedagogy

Transcription

1 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

2 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 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.

3 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. 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 PHYSICAL MATERIALS Construction management Hairdressing Plumbing Civil engineering Electrical installation Creative arts and graphic design Performing arts Information technology Aromatherapy Computer games development Childcare Counselling Marketing Journalism Accountancy PEOPLE SYMBOLS 2 How to teach vocational education: A theory of vocational pedagogy

4 Outcomes of vocational education 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: Routine expertise Common gas boiler requires annual service. 1 Plumber has experience with this make and model of boiler, and understands the range of potential problems and how to fix them. Functional literacies Client shows interest, questioning progress of repair and likely cause and solution. Plumber adjusts his use of technical language to accommodate the experience and apparent comprehension of the client. Resourcefulness Gas boiler is cutting out within minutes of igniting, and requires repair. 2 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. Plumber is required to summarise actions on work log for client and office. 3 Business-like attitudes Client is experiencing repeated problem. 5 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. Craftsmanship Plumber notices a separate problem in client s house. 4 Noticing a problem with a sink blockage, plumber 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 working order. Wider skills The problem with the boiler is initially tricky to solve. 6 Plumber has developed resilience and determination over time, refusing to give up. When in doubt he uses his resourcefulness and consults more experienced colleagues. 3 How to teach vocational education: A theory of vocational pedagogy

5 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 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. Facilitative Role of the teacher Didactic Authentic Nature of activities Contrived Practice Means of knowing Theory Questioning Attitude to knowledge Certain Extended Organisation of time Bell-bound Workshop Organisation of space Classroom Group Approach to tasks Individual High Visibility of processes Hidden Virtual Proximity to teacher Face-to-face Self-managing Role of the learner Directed 4 How to teach vocational education: A theory of vocational pedagogy

6 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. Co- Directors 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 Expert Pedagogy Group (2010). London: DCSF. City & Guilds Centre for Skills Development 1 Giltspur Street London EC1A 9DD United Kingdom T +44 (0) F +44 (0) info@skillsdevelopment.org skillsdevelopment.org Follow us on 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 for more information and to be on the distribution list.