Open AccessA Tale of Two Nations: An Examination of Technical and Vocational Education and Training (TVET) in England and Ireland in the Second Half of the 19th Century against the Background of the Low Standing of TVET in Contemporary Education Systems
Author(s) -
Terry Hyland
Publication year - 2020
Publication title -
journal of education, society and behavioural science
Language(s) - English
Resource type - Journals
ISSN - 2456-981X
DOI - 10.9734/jesbs/2020/v33i1230285
Subject(s) - vocational education , curriculum , politics , craft , perspective (graphical) , field (mathematics) , political science , sociology , pedagogy , law , history , mathematics , archaeology , artificial intelligence , computer science , pure mathematics
A number of recent studies have pointed to the historically low standing of vocational education against liberal/academic studies in schools and colleges, a status which shows little sign of improvement. Various perspectives on the causes of this state of affairs have been advanced over the years, and philosophical, historical, economic and political factors have been examined in depth. Adopting a predominantly historical/philosophical perspective, this article attempts to throw light on current debates by examining the development of technical and vocational education and training (TVET) in England in the second half of the 19th century, and comparing this with educational developments in this field in Ireland which was then a colony of the British Empire and, after 1801, part of the United Kingdom. It is intended that, through the analysis of contrasting cultures and politico-economic systems, the origins of the differential status of vocational and academic pursuits can be highlighted with a view to suggesting ways of enhancing the standing of vocationalism. There has never been a more urgent time for this form of historical and philosophical policy review since the subordinate status of vocational studies stands in the way of much-needed curriculum and pedagogical reform in educational systems around the world. In conclusion, a number of suggestions are made in relation to the need for a more holistic conception of TVET which pays due attention to the practical and psychomotor aspects of the field emphasised in current approaches to the revival of craft and manual skills and strategies. Future research in the field would do well to take into account emerging studies on craft and manual learning, in addition to attending to the 19th century origins of vocational courses and strategies.