Liberal Education and the New Vocationalism: a progressive partnership?

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Abstract
The National Curriculum, combined with post‐16 developments such as the National Vocational Qualification, have re‐opened in Britain the debate about education and training. It is the contention of this paper that the picture is muddied by confusing two separate debates, that between academic and vocational, and between progressive and traditional education. These two dichotomies are used to form different dimensions in a typology, which gives rise to four ideal‐types: progressive educators, traditional educators, progressive trainers, and traditional trainers. Each is analysed, and both differences and similarities are identified. The model is then used to explore the relationships between liberal educators and new vocationalists. Real differences are identified, but so are many similarities, and both are under threat from traditionalism. It is concluded that the two positions are complementary rather than antipathetic, and that a partnership between these two groups would be in the best interests of both sets of protagonists, and of the learners they are concerned to educate/train.

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