Abstract
The chapter presents the case study on the implementation of the Copenhagen process in England. Firstly, the chapter provides an overview on the English vocational education and training system and its current changes and challenges. Core features of the English collective skill formation system are derived. The second subsection lays out the implementation process in England for each instrument. This process analysis is carried out on the basis of qualitative interviews and desk research. The conclusion summarises the findings and discusses them against the background of the core features of the system and the existing literature.
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Notes
- 1.
See Sect. 1.2 for details on my case selection.
- 2.
Kohlrausch (2009: 68) remarks: “A systematic overview of the current training schemes can hardly be provided, since the structure of the UK VET-system stands out because of its high diversity.” This chapter therefore will not attempt to reflect all changes in the past years, but rather highlight changes in a few selected areas.
- 3.
Level descriptions are based on Kohlrausch (2009: 72).
- 4.
In 2010/2011, NVQ qualification achievements were distributed as follows: 3 % on level 1, 63 % on level 2, 30 % on level 3, and the remaining 4 % on level 4 or 5 (Ofqual 2012).
- 5.
Modern Apprenticeships were roughly based on the dual system and led to a level 3 qualification after 3 years.
- 6.
In a response to the Wolf report, the government promised to ensure that participants study English and maths until the age of 19. Ideally, they achieve GCSE A*-C.
- 7.
Quango is an acronym for “quasi-autonomous non-governmental organisation”. They are also called non-departmental public bodies. There were 766 such non-departmental public bodies sponsored by the UK Government at the end of March 2009 (Cabinet Office N.N.). The idea is that quangos can carry out administrative functions effectively and without interferences for political reasons. Critics argue that this model lacks accountability and clear lines of authority. The complexity of administrative structures is high.
- 8.
Interviews for the UK case study were carried out in April and May 2012; this chapter is based on the institutional set-up at that time. The same holds for the description and analysis of the qualifications in the UK.
- 9.
Providers need to have sufficient resources and capabilities to carry out VET teaching and have their own internal quality assurance systems.
- 10.
As a non-ministerial department, Ofqual is an independent agency accountable to the Parliament (not to the government).
- 11.
The term “National Qualifications Framework” and the abbreviation “NQF” is used both on the European level for national frameworks in general, and in the UK when referring to the specific NQF.
- 12.
Originally, the framework had comprised five levels, which was changed in 2004 when level 4 was subdivided into three levels (levels 4–6) and level 5 was subdivided into two levels (levels 7, 8).
- 13.
There is no obligation for all qualifications to be linked to the QCF. Yet, qualifications offered through publicly-funded education and training are usually included.
- 14.
In fact, the UK already was in the process of carrying out referencing when the EQF Advisory Group on the European level established a sub-group on developing referencing criteria (UK National Coordination Points 2010). The process and referencing was cross-checked with these criteria once it had been established.
- 15.
If not stated otherwise, the following section on the referencing process is based on QCDA et al. (2009).
- 16.
Section 6.1 addressed the continuous change in governmental agencies. In this vein, when the coordination point was installed, it was co-led by the QCA; with QCA’s abolishment its successor, Ofqual, has taken over.
- 17.
Ofsted is a non-ministerial department. Further responsibilities include inspecting all public and private schools in England, local authorities, teacher training institutions, and youth work (Kohlrausch 2009).
- 18.
Awarding bodies, Ofqual and the SSCs are involved in the development of qualifications. SSCs are supposed to represent employers, so Wolf’s criticism points to problems in the fulfilment of this task.
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Ante, C. (2016). The Impact of the Copenhagen Process on the English Training Regime. In: The Europeanisation of Vocational Education and Training. Contributions to Political Science. Springer, Cham. https://doi.org/10.1007/978-3-319-41570-3_5
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