experience of work, learning about work and working practices, and learning the skills for work. (DCSF, 2009: 6) The apparent simplicity of this definition glosses over a much more complex terrain. Work-related learning stitches together a diverse and ad hoc of activities, qualifications, skills, attitudes and aptitudes. These have emerged over the past 30 years since the first wave of mass youth unemployment in in the 1970s. The various forms of vocationalism introduced since this ‘new’ time, of which Work-Related Learning represents just one example, are associated with claims about the lack of technical and vocational skills developed by schools, leading to attempts to prepare young people for future work through various initiatives and vocational curricula which have come and gone over time, and which have received much critical attention (Avis, 1991; Bates et al, 1984; Dale, 1985; Ecclestone, 2010; Gleeson, 1990; Moore and Hickox, 1994; Pring, 1995; Yeomans, 1998). There are clear continuities between current policy and the past. Huddleston and Oh (2004: 83) describe Work-Related Learning as a roundabout’, suggesting that government ‘magic policy continually repeats the same promise, that Work-Related Learning will be elixir to cure some of the supposed failings of the education system’, ‘the and will produce young people and willing to fit the demands of the ‘able labour market’ (2004: 85). At the same time, changes to the wider economic and labour market context have refocused policy around two key goals. The first is raising levels of achievement amongst all school students for employment in a high skills economy. The second, somewhat contrasting goal, involves preparing young people for the uncertainties of the new world of work, where all must expect not just employment, but unemployment and under-employment to be part of their future. Both these concerns inform and shape current policy. This chapter offers a critical analysis of English curriculum policy at a particular moment in time. Just after the chapter was completed a Conservative-Liberal Democrat government came to power in the , whereas the first decade of the 21st century was a period of New Labour government
experience of work, learning about work and working practices, and learning the skills for work. (DCSF, 2009: 6) The apparent simplicity of this definition glosses over a much more complex terrain. Work-related learning stitches together a diverse and ad hoc of activities, qualifications, skills, attitudes and aptitudes. These have emerged over the past 30 years since the first wave of mass youth unemployment in in the 1970s. The various forms of ‘new’ vocationalism introduced since this time, of which Work-Related Learning represents just one example, are associated with claims about the lack of technical and vocational skills developed by schools, leading to attempts to prepare young people for future work through various initiatives and vocational curricula which have come and gone over time, and which have received much critical attention (Avis, 1991; Bates et al, 1984; Dale, 1985; Ecclestone, 2010; Gleeson, 1990; Moore and Hickox, 1994; Pring, 1995; Yeomans, 1998). There are clear continuities between current policy and the past. Huddleston and Oh (2004: 83) describe Work-Related Learning as a ‘magic roundabout’, suggesting that government policy continually repeats the same promise, that Work-Related Learning will be ‘the elixir to cure some of the supposed failings of the education system’, and will produce young people ‘able and willing to fit the demands of the labour market’ (2004: 85). At the same time, changes to the wider economic and labour market context have refocused policy around two key goals. The first is raising levels of achievement amongst all school students for employment in a high skills economy. The second, somewhat contrasting goal, involves preparing young people for the uncertainties of the new world of work, where all must expect not just employment, but unemployment and under-employment to be part of their future. Both these concerns inform and shape current policy. This chapter offers a critical analysis of English curriculum policy at a particular moment in time. Just after the chapter was completed a Conservative-Liberal Democrat government came to power in the , whereas the first decade of the 21st century was a period of New Labour government