ABSTRACT
This conclusion presents some closing thoughts on key concepts discussed in preceding chapters of this book. The book considers vocationalism in relation to the post-compulsory education sector in England: 'the English model' of vocationalism, as reflected through the perceptions of a selection of academic experts gathered together here from the field. Avis's critique of the English model identifies the deficits within an Anglo-Saxon construction of vocational pedagogy that is only focused on the world of work, unlike the richer pedagogic understandings of vocationalism in other societies which offer wider forms of learning, including civic and academic education. Vocational education and training (VET) provision is also frequently linked to specific national educational policies that aim to improve economic competitiveness, workforce development, entrepreneurship and employability. In some countries, policies for vocational education are also linked to government aims to increase social mobility and social justice, to diversify and equalise workforce achievement and to address specific needs of poorer and marginalised population groups.
