VET in FE: Where do we go from here?This article represents the fifth and final one in the ‘VET in FE’ series. It discusses the FE occupational/vocational education appropriate for the 21st century by offering seven pertinent solutions.This article is the fifth and final in the series – VET in FE. The opening publication argued that the proliferation of VET qualifications and the divide-and-rule concept provided needless segregation in the English FE landscape and that the sector required a re-assessment. The second article offered an alternative framework of connections with other education sectors while retaining the FE sector’s characteristics of porosity, inclusivity and widening participation underpinned by social justice. The third article considered a rationalised curriculum that clarified the development of vocational provisions for stakeholders, i.e., the Occupational Education curriculum framework. The fourth article explored the salient characteristics of two current vocational programmes: the reformed T Levels and the established BTECs. It showed the weaknesses of the reformed provision. This final article discusses what a future and rationalised occupational education system could look like for the sector in the 21st century.FE OCCUPATIONAL EDUCATION FIT FOR THE 21 ST CENTURYIn previous articles within this series, we (Loo, 2022-2023) have argued that vocational qualifications have been perceived as less worthy than academic qualification through a needless segregation across FE provision. In the Guardian, Weale (2021) identifies that, ‘the EDSK report says the dominance of A-levels in the English education system has relegated applied and technical courses to second-class status. Yet, economic and personal development depends on equipping people with new knowledge, abilities and skillsets about emerging industries, technological advancement and the benefits of lifelong learning. What is needed for VET is an occupational education that prepares people for employment and for progression within and across occupations. This can be achieved by rethinking vocational qualifications towards occupational education curriculum pathways (Work & Study and Study & Work in the Curriculum Development Framework article, ‘VET in FE’ series, Loo 2022-2023).VET programmes in the FE sector vary depending on the knowledge, capabilities, experiences, and skillsets (know-how) required for different industries. Some programmes focus on trade specific knowledge, such as carpentry and motor vehicle maintenance, while others are designed for a specific field like hospitality or health and social care. These programmes often involve a combination of classroom instruction and practical training to help students acquire the necessary know-how. However, the VET sector has faced several challenges over the years, e.g., BTEC vocational courses have had funding cut and are now being replaced by T’ levels.T’ level reforms were introduced in 2021, and there have been many issues with their implementation. Commenting on the recent report by Ofsted, James Kewin, the deputy chief executive of the Sixth Form Colleges Association, identified that T-levels have not yet achieved their aim of ‘gold standard’ as a mass-market replacement of BTEC vocational qualifications (Adams, 2023). In the same Guardian article, Adams (2023) suggests T-levels have been strongly criticised by Ofsted for offering poor value, inappropriate work placements and having high dropout rates.Challenges for the VET sector include a shortage of qualified teachers and a lack of investment in infrastructure. These challenges have led to a decline in the quality of education and training and a mismatch between the skills students possess and the skills required by employers. Colleges have been struggling to recruit staff qualified to teach VET courses, and this has been heightened by the expectations and workload associated the T’ level courses.Raising the expectations and ent...

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