155 Vocational Students
6.9 Concluding comments
This research has sought to examine the use of skills competitions as an initiative to enhance the quality of vocational education. In doing so it was necessary to look at a variety of influences on this initiative.
It is clear from this research that the scope of areas to consider when using this initiative are extensive and that the two case study colleges represented differing
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levels of experience in engaging with skills competitions. However the use of skills competitions to enhance the quality of vocational education is supported by this research. The “craft” from the “legacy” identity of vocational teachers, supported in “expansive” environments, enables their engagement with this initiative and builds positive relationships with their students.
The need to enhance the quality of vocational education remains critical to the UK economy. During this research Worldskills Leipzig 2013 took place and the
performance of the UK worsened when compared to Worldskills London 2011. The number of medals won reduced to 6 and the UK position in the medal table fell from 5th to 10th. This may be a reflection of the impact hosting a competition has on an individual nation, and whilst the performance of the UK Team is not representative of the quality of vocational education in the country, it is evident that more than the encouragement of Ministers is needed to promote this initiative. The structure required to enable skills competitions to enhance vocational education is illustrated in Figure 5, a, and its central element of using the “craft” of vocational teachers needs corporate endorsement, planning, appropriate and ongoing Continuous Professional Development for vocational teachers and effective change
management processes.
Further research to strengthen the relatively porous empirical knowledge relating to the use of an initiative such as skills competitions is required. The individuals
employed and studying in vocational education require this work to be undertaken to develop and support their practice.
165
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