Pedagogic leadership – Creating cultures and practices for outstanding vocational learning
It is good to see vocational education coming centre stage in the education debate. The time is absolutely right – vocational courses are not just a ‘second chance’ default for those who have not done well in school-based academic studies. Aside from rhetoric around the ‘forgotten 50 per cent’ and the need to drive up skills in order to boost the economy, we are seeing new programmes, such as traineeships, new qualifications, such as tech levels, and new accountability measures, such as the technical baccalaureate, all with the declared intention of raising the profile and value of vocational programmes.
The UFA uses the phrase ‘young people’s leadership’ to describe a range of work they do.
“What do we mean by this? Our broad definition of leadership as ‘leading self and others’ can encompass specific leadership roles but is also about understanding more about myself and how I act in different situations. Being more aware, in control and as a result, being more actively engaged in a learning situation, because I choose to be.
In training we often ask people to question their motivation when they are considering pupil voice and influence – why do they want to engage young people in this way?
- Is it because it’s the latest educational fad?
- Is it because we think the inspectors will like it/expect it?
- Or is it because we feel it is morally the right thing to do?
- Is it an irrepressible force, an incoming tide, that we need to ‘go with’ otherwise we’ll be left behind?
We ask people who they feel they should involve?
- Is it the ‘responsible ones’?
- The ones who never have to be reminded to tuck their shirts in?
- The prefects?
- The school councillors?
- …the usual suspects…?
Or is it actually an entitlement for all young people to be leading their own and perhaps other people’s learning?” more here