Abstract
PurposeThe purpose of this paper is to reconsider “technical” education on the occasion of the 50th anniversary of the publication of the journal Education + Training.Design/methodology/approachThe approach adopted is that of providing a historical perspective on technical education and higher education engagement with vocationalism, skills and employers. It draws from this the key developments and places these in the recent contemporary policy setting with the new skills agenda.FindingsThe findings are that the government has substituted technical education with “the skills agenda” and is applying it relentlessly across the whole education system, including schools, which in turn is leading to confusion, overlaps and needless competition. There is a need for a national debate on an integrated approach to practical learning wherever it takes place, while recognising that liberal education has its place in a developed society.Originality/valueThis paper is one of a series commissioned by the journal on its 50th anniversary. Its originality stems from the subject matter and the author's interpretation of past technical education and contemporary practice.
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