Outcomes and processes in vocational learning: a review of the literature

The UK government has initiated a series of policies that aim to improve the vocational learning system. A literature review was undertaken to provide evidence on the effectiveness of the vocational learning system. For the purpose of the review, vocational learning is defined as ‘any form of activity and experience leading to understandings or skills relevant to work’. The literature review addressed the following questions: What are the outcomes of vocational learning programs? What learning processes support positive outcomes? What are the implications for the design of vocational learning activities? What are the implications for vocational learning policy? The report critically reviews a range of evidence on different vocational learning programs, their purposes and outcomes, and what is known about the learning processes involved. Three sets of policies and programs are addressed separately: 14-16 year olds; post-16 formal programs and activities; and adult programs and non-formal learning at work. The report concludes by presenting the main themes on outcomes and processes that arise from the review and discussing the implications for policy and further research. The findings suggest that the research on work-based learning is sparse and that a different approach to policy may be required to carry reforms forward. In addition, the review suggests the need to build capacity within the system to support the expansion proposed in vocational learning policy.