Search

Background: The paper compares and contrasts the policy context of teacher training for vocational educators (VETT) in Scotland and England and locates this in its European setting. It explores the wider socio-economic context, one that emphasises lifelong learning, competitiveness and social justice. Purpose: In particular, it addresses the UK Coalition government's orientation to vocational teacher education and the way in which this impacts upon VETT in the two home nations. Sources of evidence: It draws on a small-scale illuminative case study of teacher educators in England and Scotland. Main argument: It explores the limits and possibilities for the development of radical and critical practices embedded in VETT policy and practice. (Contains 5 notes.)

This article compares and contrasts the policy context of Vocational Education Teacher Training (VETT) in Scotland and England by setting this within its wider socio-economic context, one emphasising lifelong learning and competitiveness. This facilitates a comparison of the two nations and enables an analysis of VETT responses to globalisation and lifelong learning. It allows an exploration of policy continuities and breaks across Scotland and England, leading to a consideration of the limits and possibilities of the different "solutions" adopted. In these nations VETT is somewhat marginal having only recently become mandatory, unlike many other European responses. The article's policy analysis is complemented by a small scale illuminative case study of VETT educators in Scotland and England, which explores the way policy is lived and mediated at the site of practice. The research suggests that whilst both systems are compromised, VETT educators seek to work on the "good" side of the system in which they are placed. (Contains 1 table and 1 note.)