This Skills Commission inquiry examines the inequalities between academic and vocational teachers and proposes recommendations to bridge the gap between the two.
The inquiry, sponsored by Edge, has taken evidence from leading policy makers, regulatory bodies and educationalists, to explore the key questions- 'Is there a mismatch between teaching training and the education system as it is evolving?'
Revealing the discrepancies between teachers of academic and vocational education, the report found that vocational teachers in further education have been relegated to the second division of teaching, often receiving lower wages and status than their academic counterparts in schools. To stamp out this inequality, it calls for the Government to overhaul the system and combine the training regimes of the two sectors to achieve a universal teaching status across 14-19 education.
The inquiry also highlights the need for the Department of Business, Innovation and Skills and the Department for Children, Schools and Families to consult on ways to support employer placements for teachers of vocational subjects, ensuring that their subject-specific knowledge is kept up-to-date.
Other recommendations include the need for extensive research into the methods currently used to instruct vocational teaching, formalising the training of teaching mentors, and improving careers advice and guidance by ensuring that aspiring vocational teachers are fully aware and informed of how to get into teaching and passing on their knowledge.