Skills System Policy
researching skills and innovation policy approaches and structures, and supporting the development of more integrated tertiary-based E&T systems, rooted in principles of collaborative and coordinated governance
This collaborative project between SKOPE and EPI will examine the different policy landscapes of post 16 E&T in the UK and the implications for outcomes and inequalities.
Policy in the post-secondary education landscape has attempted to bring Further (FE) and Higher Education (HE) together into a single Tertiary sector (DfE, 2019) that now encompasses education and training. This is a core part of the Government’s strategy to level up the country. We are convening Knowledge Exchange workshops which will draw key policy, employer and academic stakeholders together into a partnership network to collaboratively map out the space and key issues from different stakeholder perspectives.
WorldSkills has built a movement that is changing the lives of young people through skills. This project aims to understand the system-level change through engaging with WorldSkills, unpacking what kind of evidence of system-level impact, where and how it happened.
VET2050 will articulate an ambitious, sustainable vision for England’s vocational education and training system with a roadmap to achieving this vision by 2050. The north-star goal of this visioning exercise is to raise youth participation in education and employment to the highest level in the OECD through practicable, system-wide reform.
This project aims to explore and develop system-thinking approaches in policy-making, to foster coherence, collaboration, and synergies within the tertiary education system in England.
This project, conducted in conjunction with The Edge Foundation, explores how seven countries – Austria; Brazil; France; Hungary; India; Japan; and South Korea – develop the skills of their technical education workforce to ensure high quality teaching standards.
This collaborative project between SKOPE and EPI will examine the different policy landscapes of post 16 E&T in the UK and the implications for outcomes and inequalities.
Policy in the post-secondary education landscape has attempted to bring Further (FE) and Higher Education (HE) together into a single Tertiary sector (DfE, 2019) that now encompasses education and training. This is a core part of the Government’s strategy to level up the country. We are convening Knowledge Exchange workshops which will draw key policy, employer and academic stakeholders together into a partnership network to collaboratively map out the space and key issues from different stakeholder perspectives.
WorldSkills has built a movement that is changing the lives of young people through skills. This project aims to understand the system-level change through engaging with WorldSkills, unpacking what kind of evidence of system-level impact, where and how it happened.
VET2050 will articulate an ambitious, sustainable vision for England’s vocational education and training system with a roadmap to achieving this vision by 2050. The north-star goal of this visioning exercise is to raise youth participation in education and employment to the highest level in the OECD through practicable, system-wide reform.
This project aims to explore and develop system-thinking approaches in policy-making, to foster coherence, collaboration, and synergies within the tertiary education system in England.
This project, conducted in conjunction with The Edge Foundation, explores how seven countries – Austria; Brazil; France; Hungary; India; Japan; and South Korea – develop the skills of their technical education workforce to ensure high quality teaching standards.