Ei-iE

Case study of further education in England

Gavin Moodie, Leesa Wheelahan, Eric Lavigne and Lindsay Coppens

Achieving Sustainable Development Goal 4 Technical and vocational education and training
published 5 October 2018 updated 25 March 2022
written by:
Leesa Wheelahan
Gavin Moodie
Eric Lavigne

This report on further education in England was undertaken as part of a project funded by Education International to examine national case studies of technical and vocational education and training (TVET) as a framework for social justice.

The study of England was one of the intensive studies and included a literature review, secondary analysis of published statistics, analysis of statistics collected by the University and College Union, interviews, and a number of country visits during one of which the investigators attended the Reimagining Further Education 2018 Conference.

Related Items

  1. Equity and inclusion 2 July 2025

    From private failures to public futures: Why FFD4 must Go Public

    David Edwards

    For over a decade, Education International has warned that the World Bank's “Billions to Trillions ” agenda—a strategy to leverage small amounts of public money to attract private investment for development— would prioritize private profit over public need. We were dismissed as ideological, anti-market, unrealistic. Then came the evidence.

    From private failures to public futures: Why FFD4 must Go Public
  2. Equity and inclusion 25 June 2025

    Standing together against attacks on disabled workers in the UK

    Lena Davies

    Against a backdrop of increasing cuts and attacks to vital support for disabled people, NASUWT is continuing to be part of the fight back to ensure disabled teachers can live and work with dignity.

    Standing together against attacks on disabled workers in the UK
  3. Democracy 16 April 2020

    "Teachers rising to the challenge of a global pandemic", by Steffen Handal.

    Steffen Handal

    In Norway, schools and kindergartens have been closed since the middle of March. Only children whose parents have a socio-critical profession have been attending. The Government has decided that early childhood institutions will open April 20th and grade 1 - 4 one week later.

    "Teachers rising to the challenge of a global pandemic", by Steffen Handal.
  4. Achieving Sustainable Development Goal 4 5 September 2019

    “Technical and Vocational Education and Training in Cote d’Ivoire: problematic privatization and a framework to be redefined”, by Eric Lavigne.

    Eric Lavigne

    The Pathways to Education and Work research group from the University of Toronto has published its report entitled “Technical and Vocational Education and Training in Cote d’Ivoire”. The study assesses, negatively, the results of privatization of education on technical and vocational education and training (TVET), calls for more public participation,...

    “Technical and Vocational Education and Training in Cote d’Ivoire: problematic privatization and a framework to be redefined”, by Eric Lavigne.
  5. Achieving Sustainable Development Goal 4 23 July 2019

    “Productive capabilities develop TVET’s contribution to social justice”, by Gavin Moodie.

    Gavin Moodie

    Education International’s new report on "Technical and Vocational Education and Training as a Framework for Social Justice" charts a new way for Technical and Vocational Education and Training (TVET) to advance social justice.

    “Productive capabilities develop TVET’s contribution to social justice”, by Gavin Moodie.
  6. Achieving Sustainable Development Goal 4 11 November 2018

    TVET, capabilities and social justice, by Leesa Wheelahan

    Leesa Wheelahan

    What is technical and vocational education and training (TVET) and what does it do? This can be a hard question to answer because there isn’t a lot of agreement about what it does, what it should do, who should pay for it, how it should be offered, and whether it...

    TVET, capabilities and social justice, by Leesa Wheelahan