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The Technical and Vocational Education Initiative (TVEI) was an initiative in education in the United Kingdom in the 1980s [1]
According to the UK Government's National Audit Office: "The Technical and Vocational Education Initiative (TVEI) is designed to encourage 14-18 year olds to obtain qualifications and skills needed for work. It provides, initially on a pilot basis, full-time, integrated, four-year courses of general, technical and vocational education covering the whole curriculum. The Manpower Services Commission are responsible for developing and funding TVEI, but courses are provided in schools through local education authorities so that individual projects meet local needs."(National Audit Office, 1985), [2] : 17
TVEI was announced in 1982 and a pilot scheme started in 1983. TVEI was extended nationally in 1987 , and was thereafter often known as TVEI extension, sometimes abbreviated TVEE. It ended in 1997 [3]
It was the first major intervention by central government in curriculum development in England and unusually, the initiative was not given to the Ministry of Education to run but to a government agency responsible for workforce planning - the Department of Employment and Manpower Services Commission. [4] The MSC worked on a one to one basis with local authorities, with each local authority able to develop and implement plans relevant to their area. Computers were revolutionising the workplace and providing new opportunities for employment as well as requiring new skills and attitudes in the workforce and in society. The BBC and the UK Government developed the BBC micro computer for the schools sector and TVEI supported the channelling of funds and training into the schools sector to enable computer rooms, equipped by BBCs to be set up in schools. Prior to this, typically, the mathematics department might have had access to one computer at a remote location.
The TVEI initiative supported curriculum and assessment innovation and development and provided the catalyst for the subjects of woodwork and metal work to be replaced by design and technology and art and design (computer-aided). Home Economics as a subject was transformed to become Food Technology.
The strategy for the implementation of TVEI provides an example of positive change management in an education system with government engaging with educators and industry to support innovation and development in uncertain times. It can be argued that this investment which led to pupils having access to the latest technology, a supported creative curriculum and an encouragement with experimentation, had a seminal role in providing the foundations for the successful UK animation industry.
The direct engagement of teachers in this curriculum development led to innovations which were to have impact on the lives of millions of young people. Spin off developments included, from TVEI in the north-east of England, the establishment of Centre for Evaluation and Monitoring led by Professor Carol Fitzgibbon working on TVEI Professor Peter Tymms (initially a TVEI teacher) which now provides baseline tests used internationally, across the age range, used for measuring pupil progress (ALIS, MIDYIS etc). Millions of children have taken these assessments. The knowledge and skills gained by local authority staff through TVEI in Bedfordshire stimulated the spin off development of SIMS (Schools Information Management Systems) which was later bought out by CAPITA and provides schools’ information management systems widely used in the English schools sector..
The history of this period is recorded in publications by several UK organisations - the Association for IT in Teacher Education (Hammond et al. 2011), the Mirandanet initiative. The ITTE Voices project provides a record of educators experiences in this period.
Evaluation of the TVEI initiative was obligatory. In the London Borough of Enfield, the evaluation strategy was to use teacher-researchers based in schools (Leask, 1998), [5] following Lawrence Stenhouse's effective teacher-research model used for the evaluation of the Humanities Curriculum Project. Professor Helen Simons, a colleague of Stenhouse, set up the Enfield model, later managed by Professor David Hopkins at what was the Cambridge Institute of Education. Hopkins, 1989, includes a section explaining the system. Teacher Researchers were trained and gathered data in schools on agreed topics using agreed methodologies. The data were then anonymised and reported giving schools a basis for comparison with their peers. The archive of the Enfield Teacher Researcher approach is held by Professor Marilyn Leask, De Montfort University, UK.
MirandaNet established 1992, specialises in education/industry collaboration and with industry hosted seminars for educators where forthcoming technologies were showcased for educators. Many leading IT companies appointed education staff to support strong education/industry partnerships. The UK Austerity Period fuelled by the international banking crises of the early 21st century, curbed UK industry investment in educational innovation.
A Museum of Educational Computing holding programmes and equipment from this period to more recent times is in the care of Dr Richard Millwood deputy and researcher and developer at what at the time was a leading innovation unit - Ultralab (closed around 2008), Anglia Ruskin University, UK. A National Museum of Computing at Bletchley Park has more general information about the development of computing.
Vocational education is education that prepares people to work as a technician or to take up employment in a skilled craft or trade as a tradesperson or artisan. Vocational education is sometimes referred to as career and technical education.
Education in the United Kingdom is a devolved matter with each of the countries of the United Kingdom having separate systems under separate governments: the UK Government is responsible for England; whilst the Scottish Government, the Welsh Government and the Northern Ireland Executive are responsible for Scotland, Wales and Northern Ireland, respectively.
Cheju Halla University is a private university in Jeju City, the principal city of South Korea's island province of Jeju Province. Originally established as a nursing school, it retains a strong emphasis on medicine, although academic programs in many other fields are now offered.
This is an index of education articles.
Computer literacy is defined as the knowledge and ability to use computers and related technology efficiently, with skill levels ranging from elementary use to computer programming and advanced problem solving. Computer literacy can also refer to the comfort level someone has with using computer programs and applications. Another valuable component is understanding how computers work and operate. Computer literacy may be distinguished from computer programming, which primarily focuses on the design and coding of computer programs rather than the familiarity and skill in their use. Various countries, including the United Kingdom and the United States, have created initiatives to improve national computer literacy rates.
NAF is an industry-sponsored nonprofit with a national network of public-private partnerships that support career academies within traditional high schools. Each academy focuses on a theme that addresses the anticipated future needs of local industry and the community it serves in five major "college prep plus" fields of study that encourage and facilitate college preparation and technical training on career paths in finance, hospitality and tourism, information technology (IT), engineering, and health sciences. In 2019, the NFL awarded eight social justice organizations, including NAF, with a $2 million grant for "reduc[ing] barriers to opportunity."
Agricultural Education is the teaching of agriculture, natural resources, and land management. At higher levels, agricultural education is primarily undertaken to prepare students for employment in the agricultural sector. Classes taught in an agricultural education curriculum may include horticulture, land management, turf grass management, agricultural science, small animal care, machine and shop classes, health and nutrition, livestock management, and biology.
Stephen Molyneux is a British educational technologist whose work as Microsoft Professor of Advanced Learning Technology and Apple Distinguished Educator has led to him influencing the use of technologies across the British School system.
Globaloria is an online learning platform oriented to K-12 curricula to teach students to design, prototype, and code educational web/mobile games and simulations with industry-standard technology as a means of learning content and creative innovation skills. Globaloria was developed in 2006 by Idit Harel as a project of the World Wide Workshop Foundation with the stated mission of providing all primary and secondary school students in the U.S. with STEM and computing education opportunities. Globaloria is noteworthy among MOOCs as it is based in constructionist learning theory and Harel's research in the MIT Media Lab.
The Technical Education and Skills Development Authority serves as the Philippines' Technical Vocational Education and Training (TVET) authority. As a government agency, TESDA is tasked to both manage and supervise the Philippines' Technical Education and Skills Development (TESD). Its goals are to develop the Filipino workforce with "world-class competence and positive work values" and to provide quality technical-educational and skills development through its direction, policies, and programs.
The Smith–Hughes National Vocational Education Act of 1917 was an act of the United States Congress that promoted vocational education in "agriculture, trades and industry, and homemaking," and provided federal funds for this purpose. As such, it is the basis both for the promotion of vocational education, and for its isolation from the rest of the curriculum in most school settings. The act is an expansion and modification of the 1914 Smith–Lever Act and both were based largely on a report and recommendation from Charles Allen Prosser's Report of the National Commission on Aid to Vocational Education. Woodlawn High School became the first public secondary school in the United States to offer agricultural education classes under the Smith–Hughes Act. Of all the vocational subjects mentioned, home economics is the only vocational subject that the act recognized for girls.
European Schoolnet or EUN is a network of 34 European Ministries of Education, based in Brussels. As a not-for-profit organisation, it aims to bring innovation in teaching and learning to its key stakeholders: Ministries of Education, schools, teachers, researchers, and industry partners.
The Laguna State Polytechnic University is a state university in the Province of Laguna, Philippines, with four regular campuses and several auxiliary sites. It is currently classified as SUC Level III.
The Iloilo Science and Technology University is a state research university located in La Paz, Iloilo City, Philippines. Founded in 1905 under the American colonial government of the Philippines, it is mandated and chartered as a polytechnical university by the Philippine government to provide undergraduate and graduate courses in technology education, agriculture, fishery, engineering, arts and sciences, forestry, business, health, computer, criminology, nautical and short-term vocational-technical and other continuing courses. It attained its university status in 2013 renaming it to its present name, the Iloilo Science and Technology University (ISAT-U).
The Marikina Polytechnic College is a state technical college in the city of Marikina, Philippines.
Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is a centrally sponsored scheme of the Ministry of Human Resource Development, Government of India, for the development of secondary education in public schools throughout India. It was launched in March 2009. The implementation of the scheme has started from 2009-2010 to provide conditions for an efficient growth, development and equity for all. The scheme includes a multidimensional research, technical consulting, various implementations and funding support. The principal objectives are to enhance quality of secondary education and increase the total enrollment rate from 52% to 75% in five years, i.e. from 2009–2014. It aims to provide universal education for all children between 15–16 years of age. The funding from the central ministry is provided through state governments, which establish separate implementing agencies. The total budget allocated during the XI Five Year Plan (2002-2007) was ₹2,012 billion (US$27 billion).
Santosh Mehrotra is a human development economist, whose research and writings have had most influence in the areas of labour, employment, skill development, child poverty, and the economics of education. He was an economic adviser in the United Nations system in New York City, Italy, and Thailand (1991–2006), and technocrat in the government of India (2006–2014), apart from making contributions to academic research since the mid-1980s. He has also in recent years established a reputation as an institution-builder in the field of research in India, despite facing difficult odds. He brings a combination of professional experience: with the Indian government as a policy maker and adviser, with international organisations as a technical expert, having lived on three continents and travelled to 63 countries providing technical advice to governments; and as an academic whose research work has been translated into French, Spanish, Portuguese, Italian and German.
ITMO University is a state-supported National Research University in Saint Petersburg, Russia. It consists of 4 schools, 17 faculties, and 7 research institutes. As of 2021, the total number of students is above 13,400, with over 2,900 being foreign nationals.
Information Communications Technology is usually included in the Home Economics and Livelihood Education program in grade school and taught through the Technology and Home Economics program in high school. The recent status of ICT education in the Philippines, along with other Southeast Asian countries, was surveyed by the Southeast Asian Ministers of Education Organization (SEAMEO) in 2011. Using the UNESCO model of ICT Development in Education, the countries were ranked as Emerging, Applying, Infusing or Transforming. The Philippines were ranked at the Infusing stage of integrating ICT in education, indicating that the country has integrated ICT into existing teaching, learning and administrative practices and policies. This includes components such as a national vision of ICT in education, national ICT plans and policies, complementary national ICT and education policies, professional development for teachers and school leaders, community or partnership and teaching and learning pedagogies. A 2012 study reported that public high schools in Metro Manila had a computer to student ratio of 1:63. While 88 percent of schools have internet connections, half of the students claimed not to be using it.
Shenzhen Technology University is a public university located in Pingshan District, Shenzhen, Guangdong, China.
Gleeson, Denis & McLean, Monica (1994) Whatever happened to TVEI?: TVEI, curriculum and schooling, Journal of Education Policy, 9:3, 233-244, DOI: 10.1080/0268093940090304
Hammond, M. el al (2011) Voices, The Association for IT in Teacher Education
Hansard (1987) TVEI Grants. UK Parliament
Hopkins, David (1989) Evaluation for School Development, Milton Keynes, Open University
Leask, Marilyn Marilyn Leask (1988) Reliability and validity of teacher-evaluator approach to project evaluation MPhil thesis, Cambridge Institute of Education UK. Now available from the University of Cambridge library and on Open Repository
Williams, E. (1995) Can there be life after TVEI? Times Educational Supplememt
Yeomans, David Constructing vocational education: from TVEI to GNVQ. University of Leeds Post 14 Research Group