Guile, David;
(2009)
Conceptualising transition from education to work as vocational practice: lessons from the UK's creative and cultural sector.
British Educational Research Journal
, 35
(5)
pp. 761-779.
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Abstract
The paper argues that: (i) the demise of ‘occupational’ and ‘internal’ and the spread of ‘external’ labour markets in growth areas of UK economy such as the creative and cultural (C&C) sector, coupled with the massification of higher education which has created a new type of post-degree ‘vocational need’, means that the transition from education to work should be re-thought as the development of vocational practice rather than the acquisition of qualifications; and, (ii) in order to re-think transition as the development of vocational practice it is necessary to eviscerate the legacy of the ‘traditional’ conception of practice in UK educational policy. The paper reviews a number of alternative social scientific conceptions of practice, formulates more multi-faceted conceptions of vocational practice, and discusses their implications for UK and EU educational policy.
| Type: | Article |
|---|---|
| Title: | Conceptualising transition from education to work as vocational practice: lessons from the UK's creative and cultural sector |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | This is an electronic version of an article published in Guile, David (2009) Conceptualising transition from education to work as vocational practice: lessons from the UK's creative and cultural sector. British Educational Research Journal, 35 (5). pp. 761-779. British Educational Research Journal is available online at: http://www.informaworld.com/10.1080/01411920802688713 |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10003972 |
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