This edited collection brings together cutting edge, evidence-based research on vocationalism at three levels: macro (national and policy-making), meso (programmes and organization), and micro (individually as learners and teachers). Chapters explore the key issues relating to the topic, such as the policies, curriculum, learning and teaching, and work contexts.

1. Introduction: Vocationalism in the English Context Section 1 Policy 2. Still asking - a new direction for vocational learning or another great training robbery? Further research into and analysis of the contemporary reinvention of apprenticeships in relation to further and higher education 3. Merger Talk in Further Education: of whales and minnows, rhetoric and reality 4. Groundhog Day Again: Making Sense of a Complicated Mess: HIVE-PED Research on FE Student and Apprentice Progression to Higher Education in England Section Two: Programmes 5. A question of identity: does it do what it says on the tin? 6. Links between concepts of skill, concepts of occupation, and the training system: A case study of Australia 7. Training of FE teachers with occupational/vocational experiences: an approach using collaboration and evidence-based research Section Three: Policy 8. "It's all about work": New Times, Post-Fordism and Vocational Pedagogy 9. Constructions of knowledge through practice in general vocational education in England 10. Higher vocational learning and knowledgeable practice: the newly qualified practitioner at work 11. Conclusion: Global Perspectives on Vocationalism and the English Model