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The UK Technical
and Vocational
Education and
Training Systems
An Introduction
0202 BBrriittiishsh C Cooununcciill UK TVET Systems: an introduction 03
Contents
The UK TVET Systems Introduction 04 1
An Introduction Economic and political context 04
TVET in the UK 06
Devolved approaches to TVET 08
This document provides a summary of the Navigating the UK TVET systems 11
UK’s Technical and Vocational Education Who delivers TVET? 12 2
and Training (TVET) systems for
international partners. It is intended as a What is the role of employers? 16 3
high-level summary of the sector’s key
features and to act as a starting point for a Who teaches TVET? 19 4
more detailed discussion.
How do qualifications work? 21 5
How is TVET funded? 25 6
How is TVET quality assured? 26 7
How do learners access and progress through the system? 27 8
How are we ensuring TVET is fit for the future? 31 9
Digital adaptation 31
Using Labour Market Information 32
Updating Policy 33
UK Partners 35 10
How the British Council supports skills development 35
UK Skills Partnership 35
1 04 British Council UK TVET Systems: an introduction 05
on
i
t
c 1
u
d In the years ahead, the reforms we have announced
o
r
t
n
I today will deliver high quality technical education across
Introduction ‘’
Economic and political context the country – and help people retrain and secure better
paid jobs.
That way when we have beaten Covid-19 we can put rocket
boosters under our recovery and Build Back Better.
Rt Hon Boris Johnson MP, Prime Minister of the United Kingdom,
announcing the Skills for Jobs White Paper
For the UK to seize new Further education is central to transforming regions and
‘’
opportunities and grow, we need transforming lives. It’s fundamental to social mobility.
a trained and diverse workforce, Fundamental to businesses and it’s fundamental to the
supported by good business economy.
practice and the right policy Rt Hon Gavin Williamson MP,
Secretary of State for Education in a speech to the Social Market Foundation
environment
Confederation of British Industry (CBI) Fundamentally, this is about ensuring a work relevant
educational experience for our young people. It is about
all of us valuing and understanding what a rich blend of
2 learning, including vocational education, can offer.
It is about employers playing an active role, both shaping
Improving economic and individual prosperity, equality of opportunity and and benefiting from Scotland’s education system by
3 building communities are key ambitions for the UK. TVET has assumed helping to create the talent pool they need and recruiting
increased importance as a catalyst to meet these agendas, and has been at
the forefront of policy making in the nations and regions. young employees.
TVET in the UK forges the knowledge, skills and behaviors that enable
4 employment and social mobility. TVET is also vital in supporting businesses to From Developing Scotland’s Young Workforce
innovate and grow and plays an integral role in sustainable economic
development. This happens at national, regional and local level and is hardwired
5 into many other ambitions such as Global Britain and the Industrial Strategy. A coherent and comprehensive skills strategy can help
UK TVET is also a central part of Building Back Better from Covid-19,
responding to industrial and social change and tackling climate change. It is a Northern Ireland to recover and build resilience in a post-
6 priority in every corner of all four UK nations. pandemic world. Based on the commitment and motivation
A summary of key objectives for the sector include: shown by government and stakeholders the OECD is
High quality training that meets current and emerging industry skills needs confident that Northern Ireland can position itself to thrive
7 Designing new and better ways for employers and educators in a rapidly changing world.
to collaborate
8 Ensuring flexible routes into training and employment so that all groups of Andrew Bell, Head of the OECD Centre for Skills, Skills Strategy NI
learners, including those otherwise marignalised, can access training that
enhances their prospects
9 Promoting higher level technical qualifications and training It is important that we invest now to support a workforce
Supporting lifelong training and retraining opportunities to meet the with the skills to drive forward our economic response to
needs of employees and employers for years to come the coronavirus.
10 Investing in professional development initiatives and recruitment
campaigns to build the sector’s training capacity Education Minister for Wales, Kirsty Williams AM
06 British Council UK TVET Systems: an introduction 07
TVET in the UK Six key features that define the UK system:
Employer centred Global
Employers play a key role in the design, International services include; delivering
delivery and assessment of TVET training and qualifications, joint
Developing skills needed for Employers contribute equipment, certification, international student
employment now and in the future expertise, training venues and through recruitment and technical assistance
the apprenticeship levy Supporting a wide range of international
Training outcomes are measured development projects and initiatives
against employment-based outcomes The UK Skills Partnership represents the
Flexible in meeting the needs and not just the passing of exams domestic sector globally.
of learners, employers and
government
Delivered in public and private
sector colleges, workplaces and Flexible Access and Inclusion
training environments Training providers have relative Providing access to tailored training for
autonomy in the delivery of training, all learners at all ages and skills
within a regulated framework Comprehensive student support,
An innovative and multi-faceted sector, community engagement, staff
Usually starts at age 16 responsive to change and meeting varied development and utilisation
with an increasing focus on stakeholders’ needs of digital technology
lifelong learning Rigorous approach to safeguarding the Specific targets and requirements for
interests of learners and employers equal access to programmes and
Marketised system that allows sector marketing campaigns aimed at
stakeholders a degree of choice and different groups
utilises competition to improve
Running from entry level (EQF Level 1) learner outcomes
for those with no prior qualifications to
postgraduate (EQF Level 8) level
Different devolved models Quality Economic Development
in England, Northern Ireland Commitment to the delivery of high- Contributing to business growth
quality programmes underpinned by and innovation
Scotland and Wales robust quality assurance systems and Working with local development agencies
the sharing of effective practice to enhance approaches to business
Providers have strong internal quality growth and competitiveness
assurance processes Delivering upskilling and reskilling
Regions and cities also implement National quality assurance agencies who programmes for SMEs to enhance
local skills strategies that meet have the legal power to remove low their productivity
their specific needs quality training providers. Addressing the challenges of actual and
Quality inspection reports are publicly potential unemployment through
available incentivising and rewarding skills interventions
high performance Contributing to place based regional and
local economic development and the
Figure 1: Overview of UK TVET Approach development of new industries
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