Academic qualifications in schools come directly from university entrance examinations. Throughout the 1850s the universities at the period(Oxbridge, London), began setting matriculation tests to qualify applicants for admission. A number of turned to these test as 'school-leaving certificate'. Sensing a business prospect, London University began awards particularly for that intention both 1902 and 1905. Their accomplishment ultimately pressed the government to do something and, in 1917, a Examinations Council for secondary school was set up to control national certificates.
Quite the reverse, vocational learning had to fend for itself and a assorted compilation of awards grew up entirely separate from school education. They were intended to meet the criteria for particular jobs and were often particular to individual companies.
The ONCs (ordinary national certificate) and HNCs (higher national certificate) had a broader currency. ONCs and their diploma equivalents were the forerunners of the BTEC awards (business and technician education council) that carry on to the present day. Schools and colleges were at first barred from offering them. Individuals that were enrolled on such courses typically had not got 5 Olevels from sixth-form education. BTEC had more assessed written work (course work), but did not have examines. Fundamentally, vocational awards were the road for students who fell of the academic ladder.
Needless to say, vocational qualifications were thought to be short of parity of esteem. Throughout the 1980s the movement for a clear formation (Tolley, 1986) was done by the making a National Council for Vocational Qualifications during 1986. This was to assemble exis...
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... the twigs and leaves being life’s various opportunities) offers the prospect of a clear shape for both qualifications and the educational system itself. Within a clear structure of this kind, vocational education and training, appropriately supported by employers (the energy to draw the water up through the tree), could earn the respect it deserves.
The under-valuing of vocational education in British culture and lack of clarity about its purpose has impoverished both the education of the young and the
quality of life of the nation. Young people suffer by not being able to develop their talents to the full; the country suffers because it does not have access to their practised skills. The Government should draw on the experience of our European neighbours, as we evidence in this report, to enable the practical to achieve its proper place alongside the academic.
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