Mike Hook’s Post

🆕️ The government has announced new vocational GCSEs for students, allowing young people to study vocational courses at school. Baker Dearing has issued the following response from CEO Kate Ambrosi. “We fully welcome the government’s moves towards establishing new technical Level 2 qualifications. “Putting an end to the youth unemployment crisis will require an ambitious and comprehensive approach. That means improving the technical GCSE offer, opening up many more work experience opportunities, and other measures to create better lines of sight from the classroom to the workplace. “There needs to be a serious inspection of how we are training and developing specialist teachers; investment in state-of-the-art, industry-standard equipment and facilities; and more work on partnering schools with local employers. “Today’s announcement shows the government is off to a great start. It is right that the existing GCSEs, particularly technical and vocational ones, are put under review to ensure they are properly preparing young people for apprenticeships and work. “We look forward to working with the Department for Education to ensure that the review and any subsequent reforms help engage young people in education, improve their skills and knowledge, and progress them to great destinations. But also that the reforms build on the good work that has been done before now and helpful measures already in place. “Baker Dearing and the University Technical College secondary schools and UTC Sleeves we support are looking forward to sharing with educators, employers and ministers our nearly 20 years’ experience delivering high-quality, employer-led technical education for students." #thinkUTC https://lnkd.in/e_FzMePz

Reintroducing prior practice. Panic or progress ? The high quality apprenticeships of the 70's largely vanished by the 80's, as a service economy was advocated. That Westminster project crippled the present. Governments fail to adequately invest for a future technology based economy. Dinghy buoyed tourists appears to be the flush. Virtue overhands reality.

Another piece of the 14 to 16 jigsaw……. We’ve all been waiting on some details and this latest announcement sets out a future direction with plans for new Vocational GCSEs, alongside a stronger focus on practical learning, work experience and clearer progression into technical education after 16. This connects closely with the work I’ve been doing at Bournemouth and Poole College and gives us a clear insight in to the future direction and thinking. What interests me most is it’s not simply another qualification, it’s a shift towards recognising that technical and practical learning should be a credible part of education from 14, not something introduced only after a young person has disengaged. Our 14 to 16 work is exploring exactly that space. Learners remain on school roll, continue their core curriculum and access practical vocational learning in a College environment. There is still plenty to work through around funding, capacity, employer involvement and how this fits into school timetables, but the direction is becoming clearer. The opportunity is to build technical pathways young people actively want to choose because they can see the purpose, the progression and the future beyond them. #ShowYourWork #FurtherEducation #TechnicalEducation #14to16 #VocationalEducation https://lnkd.in/exuyPbmn

Latest from FE News: New Vocational GCSEs to Replace Technical Awards: Every young person across the country will be able to pursue prestigious new Vocational GCSEs and access work experience in a major shake-up of the… New Vocational GCSEs to Replace Technical Awards was published on FE News by Department for Education (DfE) #EducationNewsFENews #Featuredvoices Read more here:

Are we preparing young people for life — or just helping them get through school? Australia needs more trade schools. Not because university doesn’t matter. Not because academic pathways are less valuable. But because we’ve made a single academic pathway the default measure of a young person’s potential. Disengagement starts early. By Years 5–7, many students are already years behind in reading and maths while the curriculum keeps moving. By Year 9, that frustration has often hardened into disruption, avoidance, school refusal, or giving up. Sometimes what looks like “bad behaviour” is a student who checked out years ago saying, “I can’t do this.” Modification can create short-term wins. But adulthood doesn’t come with a modified worksheet. And an ATAR doesn’t measure who can build, fix, design, troubleshoot or solve practical problems under pressure. Why do we treat university as “success” and trade pathways as a fallback? TAFE, VET and apprenticeships are critical — yet they mostly arrive at the end of high school, after the disengagement cycle has already taken hold. We need high-expectation trade pathways much earlier, starting in middle school, so students stay connected through real-world skills before they drop out emotionally. These pathways must have high standards, strong teachers, industry links and real qualifications. They cannot become dumping grounds. We don’t need university or trades. We need university and trades. Different pathways. Same goal: prepare young people for life.

https://lnkd.in/gb-YZ9GC Every young person should have access to a pathway that helps them build a successful future, whether that is through academic study or technical education. That is why it is encouraging to see reforms progressing that put vocational qualifications on an equal footing with university degrees and place local leaders at the heart of delivery. As employers, we have a responsibility to help create opportunities, develop skills and inspire the next generation. In housebuilding and at Vistry Group the need for skilled trades has never been greater, and stronger partnerships between education, industry and local government will be key to meeting that challenge. I look forward to seeing how today's discussions help shape a system that gives more young people the skills, confidence and opportunities they need to thrive. #FutureTalent #SkillsForGrowth #Apprenticeships #Construction #Education

What Are Secondary Schools In Geelong Doing, Regarding Career Development Pathways Secondary Schools in Geelong are actively transforming Career Development through intensive local industry partnerships, hands-on TAFE and tech school immersions, data-driven profiling to connect students directly with the region's growing employment sectors. Collaborative Regional Programs • Geelong Tertiary Futures Program (GTFP): Delivered in partnership with The Gordon TAFE, this initiative reaches local government secondary schools to provide Year 9 students with career previews, employment pathways modules, and hands-on course tasters. • Skilling the Bay & World of Work: Immerses students across multiple year levels in interactive industry tours, employer panels, and workplace experiences tailored to fast-growing local sectors. • Geelong Tech School: Operates as a cutting-edge technology hub hosted at The Gordon, offering students real-world, design-thinking projects driven by local industry needs in STEM fields. Assessment and Individual Planning • Morrisby Profile: Utilised across secondary schools to run psychometric and aptitude assessments matched with personalized career and subject recommendations. • Careers Action Plans: Dynamic student-managed documents started in junior/middle years to encourage self-reflection, goal setting, and informed senior subject selections. Applied Learning and Industry Connections • VET and SBATs: Expanding Vocational Education and Training (VET) and School-based Apprenticeships and Traineeships (SBATs) to blend school certificates with paid, on-the-job training. • Geelong Region LLEN Support: The Geelong Region Local Learning and Employment Network helps broker structured workplace learning, school-industry partnerships, and specialized immersion programs like Geelong Future Leaders of Industry. Student Careers and Pathways - North Geelong Secondary College https://lnkd.in/gFw2ZE_F

Industry Expert or Qualified Educator: What Truly Makes a Great Vocational Tutor? A recruitment round for vocational tutors recently sparked a debate in our team that ran for days. The core question was simple on the surface, but surprisingly divisive: What matters more—years on the tools in industry, or a solid teaching qualification? Or is dual professionalism non-negotiable from day one? A common assumption often surfaces in these discussions: if you are teaching at introductory levels (up to Level 2), does subject familiarity suffice? Can anyone who knows the trade step in and deliver? On day two of this debate, I visited a colleague at another education provider. Her organisation takes a clear, pragmatic route: they actively recruit industry experts without prior teaching credentials, but immediately enrol them onto a Level 5 teaching apprenticeship upon joining. It raises the real dilemma for Further Education and vocational training providers. Is the ideal compromise simply: hire the vocational master, and rapidly teach them how to teach? That was my own entry route into education—and to say it was a baptism of fire is an understatement. Facing 120 BTEC learners in my first year without an intuitive understanding of lesson planning, schemes of work, centre handbooks, or awarding organisation specifications was brutal. Knowing your subject inside out is one thing; understanding pedagogy, assessment design, differentiation, and quality assurance is an entirely different craft. Surviving that first year felt like a minor miracle. Industry credibility gives tutors immediate authority and real-world relevance that learners respect. But pedagogical competence ensures those learners actually progress, retain knowledge, and achieve. Can we afford to compromise on either, or is the "train on the job" apprenticeship model the most sustainable way forward for our sector? To my network across FE, adult learning, and vocational training: How does your organisation balance trade mastery with teaching qualifications? Are we expecting too much up front, or setting new tutors up to struggle if we don't? #vocational #adults #learning Northamptonshire Adult Learning North Northamptonshire Council Laura T. Andrea Brown Melanie Collins Jade Dryden Elspeth Woods Helen Welsh Chantelle Wetherall Shaun Love Helen Doel

Education Secretary Recognises Crewe UTC as Example of Technical Education Excellence Crewe UTC's employer-led approach to technical education was recognised by Education Secretary Lucy Powell who spoke with former student Ed Harry about his journey from T Level to industry. https://lnkd.in/eFueRuuP The interview saw Ed reflect on how his time at Crewe UTC helped prepare him for a successful career in the rail industry, developing the technical skills, industry knowledge and professional behaviours needed to thrive in the workplace. The college's impact was highlighted again in Parliament when Crewe MP Connor Naismith raised the importance of technical education and employer partnerships during a question to the Education Secretary, using Crewe UTC as an example of how education and industry can work together to create exceptional opportunities for young people. https://lnkd.in/eFPYrB6x For Principal Will Chitty, the recognition reflects years of work building strong partnerships between education and industry. "Access to a specialist technical curriculum which is supported by our industry partners is giving our students the opportunity to develop a range of skills and competencies that most young people aren't exposed to until they reach the workforce. This in turn is giving students from Crewe UTC an advantage over their peers when applying for the best apprenticeships." Crewe UTC works closely with leading employers including Alstom, Bentley Motors, Siemens, Amazon and Network Rail, ensuring students gain first-hand experience of industry expectations alongside their academic studies. Mr Chitty said the college's mission has always been clear: "Everything we do at Crewe UTC is about ensuring our students graduate from us industry ready. Our professional expectations and competencies framework readies our students for life in industry and our employer partners love to see their corporate values mirrored in our students' behaviours." The national recognition comes during a landmark year as Crewe UTC celebrates its 10th anniversary. The college has recently achieved its best ever T Level results, while a record number of students joined both Year 10 and Year 12 this September. For the second consecutive year, applications exceeded the number of places available, reflecting the growing confidence that families and employers have in the college's distinctive approach. Mr Chitty added: "It is fantastic to see the achievements of our students and alumni recognised on a national stage. Ed's success story demonstrates what is possible when talented young people are provided with the right opportunities, expert teaching and meaningful connections to industry. We are incredibly proud that Crewe UTC has been highlighted as an example of how technical education can change lives."

Questions matter. Just as “What do you want to be when you grow up?” can be a limiting question. So can: “How many points did you get?” Both can narrow the conversation before we have really explored the person, their strengths, their interests and the different routes available to them. As Leaving Certificate results are calculated to points and the focus turns to Central Applications Office offers, I was delighted to write this piece for RTE Brainstorm about some of the routes beyond the traditional CAO pathway, from #PLCs and National Tertiary Office degrees to #apprenticeships and alternative routes into #highereducation. Because perhaps the better question is: “Where do you want to go and what’s the best way to get there?” A different route doesn’t mean a lesser destination. #LeavingCert #CAO #Education #CareerGuidance #FurtherEducation Guidance and Industry Network (GaIN) Dublin City University, Institute of Guidance Counsellors (IGC), DCU Institute of Education