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Recommended: Eassy on vocational traning and vocational education

This essay will critical analyse the key arguments regarding vocationalism in secondary schools, by using a range of theoretical concepts through an outstanding variety of sources and literature. It will also use primary data to reflect the views and opinions of teachers and students to effectively critical analysis the delivery of vocational studies (VS) during the last decade. To collect the data, three teachers and two past students were question, about their views of VS in Physical Education and Sport in Secondary Schools.
According to Ryan (2003), a range of vocational General Certificate of Secondary Education (GCSE), were introduced in 2002. This was due to a growing apprehension about the significance of the current academic studies and the absence of technical skills taught to students. VS as described by Nata (2003), as studies that prepare students for jobs that are based in manual or practical activities, traditionally non-academic and totally related to a specific trade, occupation or vocation. VS have a growing presence in our educational system, with around 30 percent of 16 year olds choosing to study vocationally full-time, be this at school or at college (West and Steedman, 2003). These large numbers help to separate VS from the other pathways to work available in the post-16 sector, for example, apprenticeships, although arguably this could potentially change very soon, with the increased emphasis on apprenticeships outlined in the Wolf report (2011). Ultimately, however, West and Steedman (2003) believe that vocational education needs to result in progression, be this progression into skilled employment or into further education. Indeed, VS are seeing an increasing presence in the realm of higher education, with...

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...ange will lower the number of students wanting to take the Btec. This was supported by student 2 as they said that adding in the exam would have put him of choosing to study the Btec, as the lack of exam is what made him choose it Appendix). This links back to the previous stamen the vocational offers a different approach to learning and shows that this new Btec is moving away from its core structure.
In conclusion this has critical analyse the key arguments regarding Vocationalism in secondary schools, by using a range of theoretical concepts through an outstanding variety of sources and literature. It has used primary data to reflect the views and opinions of teachers and students to effectively critical analysis the delivery of VS during the last decade and found that Vocationalism is moving in a new and different way, in which that outcome are yet to been seen.

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