Opportunities and Barriers with Vocational Education in a Secondary School in Wales: Teachers’ Perspectives.

This study explores the opportunities and barriers encountered by teachers in establishing vocational education within a secondary school context in Wales, aiming to generate actionable solutions for educational practice. Grounded in the evolving discourse on educational relevance (Hartas, 2010), the research adopts an interpretivist paradigm and employs a mixed-methods case study approach to capture the lived experiences of educators. Through the integration of quantitative data from exam entry statistics, qualitative insights from a questionnaire and semi-structured interviews with key stakeholders, the investigation delves into the complexities surrounding vocational education, highlighting the significance of social interactions and context (Thomas, 2022). Key findings reveal both the potential benefits such as enhanced student engagement and employability and substantial challenges, including entrenched stigma and inadequate institutional support. The study emphasizes the need for professional development and community engagement to foster an inclusive educational environment, ultimately aiming to inform policy and practice in Welsh vocational education. By addressing these critical aspects, the research aspires to contribute to a more equitable educational landscape, ensuring that all students can access high-quality vocational pathways and reach their full potential.

Name dc:type.qualificationname

ma

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

University of Wales Trinity Saint David

Year dc:date.issued

2025

Author dc:creator

• Edwards, Kathryn

• LB1603 Addysg Eilaidd. Ysgolion uwchradd

Dc Identifier Grantnumber

UWTSD

OAI identifier oai:identifier

oai:repository.uwtsd.ac.uk:3777