To support modern and dynamic labour markets, a system of higher-level vocational education and training after upper-secondary education is important to provide individuals with a route for professionally-focussed courses which equip them with the skills needed to secure good jobs. In England (United Kingdom) these courses are offered at level 5 in the International Standard Classification of Education (ISCED), take a variety of classroom-based forms and are collectively known as “Higher Technical Education” (HTE).
However, England, like many countries, has been grappling in recent years with the identity, expanse and esteem of its HTE. A relative focus over the last few decades on the expansion of academic university education, whilst successfully bringing higher education en masse to the English public, hollowed out the space for HTE provision. Efforts to fill this “missing middle”, like the introduction of foundation degrees, have met with mixed success. The result is a system that struggles to articulate a coherent vision to learners and employers, with multiple different providers and qualification types leading to an opaque and diminished footing within the broader educational system.
Amidst this backdrop, England has committed itself to an ambitious programme to develop its HTE. The introduction of a new body, Skills England, is designed to bring together central and local government, businesses, training providers and unions to meet the skills needs of the next decade. This builds on the rebranding and new quality requirements for HTE which aim to increase prestige and place employers at the core of education.
This OECD report, Higher Technical Education in England, United Kingdom, supports these reform efforts, by comparing England with the experience of five other OECD countries. These countries have good HTE provision and can offer inspiration to English policymakers and educators. They offer numerous lessons and demonstrate the importance of a coherent vision for education that is supported by quality governance and co-operation. Coherence of vision is important both for institutions to properly focus on delivery, and for programmes so students and employers know what to expect. Trust needs to underlie this and engagement with employers and social partners is crucial to ensuring flexible and responsive educational programmes. Creating pathways, to continue in or come back to education is vital, and providing students and employers with the right incentives supports all of this. Countries have different ways of achieving these objectives, but all rely on a strong policy framework, institutions and collaborations to make it work.
This report was drafted by Stewart Butler and Nerea Martinez Yarza (external consultant) from the OECD Centre for Skills. Marieke Vandeweyer (manager of the VET team), El Iza Mohamedou (Head of the OECD Centre for Skills) and Mark Pearson (Deputy-Director for Employment, Labour and Social Affairs), provided helpful drafting improvements. Jennifer Cannon and Hannah Whybrow provided administrative and editorial support. The OECD is grateful for the support from the Gatsby Charitable Foundation, and in particular for the guidance and feedback provided by Ginny Page throughout the project. The OECD is grateful to colleagues in Austria, Canada (Ontario), Denmark, France, Sweden and the United Kingdom (England) for ensuring the report does justice to the education that is offered in their jurisdiction. In particular, the guidance offered by the advisory group members in England and by the Higher Technical Education Strategy and Growth team in the United Kingdom’s Department for Education was instrumental in ensuring the report focussed on areas that are important to England’s ongoing reforms to HTE. The report also benefited from review by the Group of National Experts on Vocational Education and Training.