Much research has been carried out to demonstrate how the online platforms can be used to improve teaching and learning processes. However, they have been less explored in relation to vocational education, where the situation is often more complex and the possible solution options tend to be more constrained than in the contexts where these online technologies have been created. The aim of this research is to investigate the experience of teachers' current use of the online platform (Moodle) in vocational teaching by using a multi-method phenomenographic approach. With data collected by a quantitative survey and in-depth interviews, a complete picture has been developed for the phenomenon being investigated. Findings from the survey and interviews have been used to identify different approaches that teachers can adopt in using Moodle for their vocational subjects in Hong Kong Institute of Vocational Education. Through an iterative process of analysis, numerous issues related to vocational teaching with Moodle are revealed in the research process to extend previous knowledge, including: shift in the vocational teachers' role, adjustment of communication with students, necessity of face-to-face coaching, blended learning, control of the learning progress, preparation of the online content, teaching and learning effectiveness, change of student quality and expectations, and amplified support by the media richness. In addition to analyzing the complexity of the phenomenon, the findings of this research highlight the value of sharing teachers' experience; this provides guidance and insights for other vocational teachers to explore the possibilities and opportunities of using the online platforms in their areas of vocational teaching. Complexity and opportunities have been created, not only for both vocational teachers and students, but also for the stakeholders such as course administrators, curriculum developers, faculty members, educational specialists, and organization leaders considering or using online learning platforms for vocational teaching. Recommendations are given in the conclusion for development of staff capacity and capability in vocational teaching with online platforms, particularly with Moodle. Above all, the results of this research substantiate previous ones in showing the importance of teaching with technology, rather than teaching about technology, or technology for teaching.

This thesis focuses on a political economy analysis of the relationship between the professional identity and professional development practices of instructors in the postsecondary educational sector of technical and vocational education and training (TVET). My study brings together the concept of the dual-professional identity of postsecondary TVET instructors, the practice of professional development in TVET, and a political economy approach. The research methods adapted for this postgraduate research study were from a qualitative perspective using a case study approach. The case study involved eight culinary instructors, the supervisor of the professional cooking programme, and the director of the hospitality and culinary careers school at a postsecondary polytechnic in Canada, selected using a non-probability sampling technique. My research explored what a political economy analysis would reveal about the relationship between the professional identity and the professional development practices of the culinary instructors/chefs. Throughout this thesis, I use the term, TVET professionalisation, to denote this relationship This case study contributes to knowledge and the TVET community in three intersecting ways. Its first contribution is in context - the research took place in the Canadian postsecondary TVET sector, for purposes of analysing the professional identity/professional development relationship in consideration of the historical, structural, and socio-cultural contexts of the institution. The case study's second contribution is in extending the literature of the political economy of skills. The findings demonstrate that analysing the professionalisation of the TVET culinary instructors, in consideration of the inter-relationship among the cultural, economic, political, and social contexts of the TVET system, is a suitable extension of the literature on the political economy of skills. From another perspective, the study also adds to the literature on the professionalisation of TVET instructors by considering professionalisation as an extension of the TVET workforce development imperative, which I note in this study as the discourse promoting employability and the axiomatic assumptions of TVET as 'training-for-growth' and 'skills-for work' (Anderson 2008). Thus, the study contributes to wider debates about the applicability of a political economy analysis beyond skill formation systems. Lastly, the case study contributes a conceptual framework for TVET professionalisation by interpreting the relationship between TVET professional identity and professional development through a political economy lens. The findings demonstrate that both the professional identity and the professional development practices of the culinary instructors in the case study were shaped by various contextual factors within the field of practice: namely, the instructor's personal history and sense of agency, the socio-cultural conventions of the culinary trade under investigation, the social and structural setting of the postsecondary TVET institution, and the workforce development imperative of TVET. The conceptual framework for TVET professionalisation also contributes another perspective toward the dual-professional identity of TVET instructors. Dual-professional identity formation within this study, and drawing upon the language of the research participants, refers to the process where the 'recipe' for the chefs' base identity was written in the professional trade of culinary arts. Once they joined the polytechnic, though, the chefs used the institution as 'stage' to 'go beyond the recipe' and elevate their identities by adding the ingredient of 'becoming an educator'. Based on an interpretation of the case study's findings, through a political economy lens of analysis, I suggest that the 'skilled-educator' identity of the culinary instructors is bound by the structural and socio-economic contexts of the postsecondary polytechnic, whereas the 'skilled-tradesperson' identity of the culinary instructors reflects the historical and socio-cultural contexts of the instructors' lived experience as chefs. Further, I posit that each instructor's perception of meaningful professional development reflects the individual's personal sense of agency; what constitutes both a personal and shared sense of legitimacy concerning the value of professional development; and, an allegiance to one of the dual-professional identities over the other.

This thesis aims at examining the contribution of Vocational Education and Training (VET) to advancing Human Development (HD) and reducing inequality, using the example of Palestine as case-study rich in multi-layered inequalities, some of which are experienced in the region and worldwide, while others are specific to adverse conditions. The case of Palestine provides fertile ground for understanding inequality and human development, and for echoing the developed knowledge through to the understanding of VET and HD globally. The thesis contributes to the previous work on VET and HD introduced by McGrath (2012c) and shaped by many scholars, including McGrath and Powell, through the Capability Approach (CA). It uses Powell’s (2014) work on “aspiration” and capability lists (CL) and relates VET to human development within the Palestinian context. The thesis provides empirical evidence of the VET Learners’ and graduates’ capabilities and functions achievements through VET in the adverse conditions present in the Palestinian context. The thesis validates and develops the VET CL, integrating inequality elements and linking it to political economy theory. The thesis utilises Gender and Development Theory (GAD), complemented by the intersectionality approach. The research borrows Kabeer’s (1999) “empowerment framework”, based on the notion of “choice” in addressing disempowerment, to analyse how VET can contribute to reducing inequality. The thesis also engages with Political Economy arguments and specifically the work of Phillip Brown, Andy Green and Hugh Lauder (2001) on the need for “social transformation” to achieve the aim of a high skill society, suggesting an increased role for government and social partners and the political will for skills upgrading. In this regard, the thesis analyses how adopted policies are used to reduce or reproduce inequalities. The research used quantitative and qualitative methods, and engaged 1,240 people representing VET graduates, students, teachers, counsellors and management of VET institutes, in addition to policymakers on national and regional levels, as well as teachers and principals of general schools, employers, community representatives and government officials. 33 VET institutions were engaged representing the different VET providers being; governmental, non-governmental, semi-governmental and UN bodies. Selected institutes and consulted people presented different identified inequality elements. The Thesis presented empirical evidence on the increased value of VET for the marginalised, and for marginalised communities in adverse conditions. It presented that VET graduates’ achievements in employment, self-employment and different kind of work as well as in their speed in transiting to the World of Work (WOW) in comparison to their peers. Also presented their ability to generate income and other economic resources for poverty reduction and starting new families. In addition, it highlighted the empowerment achievements of the graduates and its link to achieving their aspirations. Confirming the transformation of the graduates through empowering the dis-empowered. Nevertheless, graduates were faced with internal and external structural challenges. Internal in social attitudes and institutional policies and measures, while the external is in the military occupation and its effects on mobility and socio-economic status. The structural challenges have clearly affected graduates functionings, and achievements of empowerment and aspirations. The thesis presented models of institutes and best-practices by others to support VET learners in overcoming some of the internal challenges, and highlighted the deficits in national policies and measures, it also highlighted a major international deficit. In addition, the thesis has presented the VET contribution to marginalised community resilience. The thesis presented methods of measuring empowerment, functionings and achievement of aspirations as voiced out from VET graduates and learners and triangulated with other resources. One of the main contributions of the thesis is in bringing in GAD to CA in HD approach to VET, and in linking them to political economy, providing a holistic framework to examine VET contribution to HD and reducing inequality. The thesis was able to link arguments about VET and inequality in an international context, and provided empirical evidence for the significance of the link between VET and empowerment in the reduction of inequality, thus indicating the importance of VET in the debate on inequality, and the importance of empowerment measures and goals for identifying the role of VET in reducing inequality and advancing human development.

This study aims to evaluate a Scandinavian approach to outdoor learning, which is used in the UK. The approach, known as ‘Forest School’ involves children and young people spending regular time in natural woodland working on practical projects. Forest School promotes a child-led ethos, so children are encouraged to choose their own activities (Forest School Association, 2013). A Realist Synthesis (Pawson, 2006) was undertaken to develop an understanding of how Forest School works, according to existing research. Features of the context, change mechanisms and outcomes were abstracted to form a set of hypotheses. In line with a Realistic Evaluation (Pawson and Tilley, 1997), these hypotheses were tested through a case study of Forest School involving 14-16 year old pupils with special educational needs (SEN). Drawing on interview, observation, questionnaire and documentary evidence, the initial programme specification was refined through thematic analysis (Braun and Clarke, 2006) to create programme specification 2. Participants checked this in a Realist Interview (Pawson and Tilley, 1997) and a final programme specification was produced. The final programme specification presents findings through context + mechanism = outcome configurations. The study extends existing research by finding that Forest School can support confidence, social skills, language and communication, motivation and concentration, physical skills, knowledge and understanding of the world and emotional well-being and behaviour in young people aged 14-16 with SEN. The study further indicates that Forest School works differently for different pupils, depending on their individual characteristics. Strategies for best practice were illuminated which may be useful to other Forest School practitioners, such as a high level of adult practical skills. The evaluation has implications for professionals working with young people as it highlights how Forest School can promote positive outcomes for some young people aged 14-16 with SEN.

The research in this thesis explores Citizenship Education pedagogy at secondary school level in Ontario, Canada. Citizenship Education is a complex subject area and its teaching and learning within the classroom is contentious. The literature indicates the value of student voice and technology; however the ways in which these pedagogical tools can be incorporated into the Citizenship Education classroom have not been explored in great detail. This study uses a Practitioner Inquiry approach within an Action Research model to investigate the research question; how can student voice and technology be used in the engagement of students within the subject area of Citizenship Education in the classroom. The methods developed and used to collect the data for the study served a dual purpose of engaging and empowering the participants within the research and were based on the ethical considerations of researching with young people. The thesis uses an adapted interpretive ecological framework for the conceptualization, interpretation, and analysis of the findings from the study. It provides a rich and detailed description of the context, processes, and considerations that are involved in incorporating student voice and technology within the Citizenship Education classroom through the Action Research design. The results show that student voice and technology can be used pedagogically to help young people construct their own meanings of citizenship and a Critical Citizenship Education framework was developed to support adoption of these approaches more widely. Future directions for research into the use of innovative approaches to the teaching and learning of Citizenship Education in the classroom are considered.

This thesis investigates the influence of regional culture on young people's decision making when considering post-sixteen educational choices and directions from school. The data is provided by life story interviews with young people - aged eighteen to twenty years, 'born and bred' in Lincolnshire - who have followed four pathways from compulsory education. Within the context of Lincolnshire the influence of rurality is a major element of regional culture and figures in much of the discussion and analysis. The work of Pierre Bourdieu in defining culture through field and habitus is used as a theoretical perspective in the data analysis and conclusions. The research highlights the continued importance of family and community habitus in the decision-making processes of young people. The interviews are used to consider the relative field positions important in defining individuals' post-sixteen pathways. The nature of rurality as a social construct rather than simply a reflection of physical geography is discussed and conclusions offered as to its possible effect on preferred post-sixteen pathways. The relative importance given to physical and social characteristics of rurality is used to construct a series of cultural indicators for rural communities. The data would support the conclusion that new initiatives designed to increase participation rates in post-sixteen education are having some effect, but only among those young people predisposed through family habitus to continuing education. Those young people whose family habitus most closely coincides with pedagogic authority are most likely to operate comfortably within the educational habitus and hence continue with formal education beyond sixteen. The thesis suggests the real differences in habitus between urban and rural communities requires a shift in the policy debate if rural people are to participate fully in the notion of lifelong learning. NB. This ethesis has been created by scanning the typescript original and contains some inaccuracies. In case of difficulty, please refer to the original text.

The education system in England has long been characterised by a distinct separation between academic or vocational pathways in the post-16 phase. Until recent policy changes this division coincided with the point at which compulsory education ended and mathematics became an optional subject for many students. Those who failed to attain the widely accepted minimum standard of a grade C in GCSE mathematics, however, were often strongly encouraged to undertake a course to improve their mathematical knowledge and skills. This study focusses aged 16-19 and examines the learning experience of those who take a functional mathematics course alongside their vocational programme, as either a recommended option or a requirement of internal college policy. Research regarding the learning of mathematics for these students within the context of Further Education is limited. The study adopts a holistic view of the situation to explore the main factors that influence the student experience, with an emphasis on gaining insight and understanding of students’ perceptions of their learning situation. Using a grounded theory approach with multiple methods, the research includes a series of case studies of seventeen student groups across three Further Education colleges, from which within-case and cross-cases themes are identified. The research findings show how the student experience of functional mathematics is affected by a complex network of inter-linking factors associated with both the organisation and the individual. Although organisational factors such as policies and systems sometimes place constraints on opportunities, social and cultural influences shape student values and perceptions of functional mathematics. There is strong influence from individual teachers through differing interpretations of the curriculum and pedagogical approaches but social structures and relationships within the classroom are also important to students. In addition, the legacy of students’ prior experiences of learning mathematics has an effect on attitudes and emotions, despite the separation of space and time, indicating the significance of both cognitive and affective factors in this interaction of multiple influences. Many students approach functional mathematics in college with prior experiences of disaffection and low attainment but the study shows how attitudes and understanding are transformed for some students within the college environment. Fundamental to these changes is the functional curriculum which, based on the application of mathematics rather than knowledge-acquisition, facilitates teaching approaches that present a new image of mathematics as a useful ‘tool for life’. Using materials such as contextualised tasks to make meaningful links to student lives increases awareness of the relevance of mathematics, leading to greater engagement and understanding. In the transition from school to college there is a marked discontinuity of curriculum and environment, accompanied by value-changes indicating a stronger orientation towards adult life and vocational employment. Students respond positively to functional mathematics lessons where these values are embraced. Academic-vocational divisions, such as differences in values, culture, curriculum and approaches to learning, are evident at multiple levels in colleges and these produce tensions in the student experience of functional mathematics. Some effective bridging is achieved through appropriate classroom practices but coherence requires a multi-level embedded approach involving college structures and departmental policies rather than simply the actions of individual teachers. The research findings suggest that reversing trends of disaffection and failure with mathematics amongst students can be achieved in post-16 education but this is dependent on changes within the curriculum and learning situation. In the light of recent policy changes in England that will increase the numbers of post-16 students taking a mathematics course and the prioritisation of GCSE mathematics over alternative curricula, this study has much to contribute to understanding students’ perceptions of mathematics and the factors that influence their learning experience.

Much has been written over recent years questioning the value of exporting systems of VET from developed countries and expecting them to meet the needs and demands of developing countries. Most recently, the main recipients of development aid, particularly from the EU, have been the countries of the former 'eastern bloc'. As a consultant working on an EU project to upgrade VET in Bulgaria, the author was involved in delivering staff development seminars concentrating on 'new' teaching and learning strategies to teachers within the secondary vocational sector. Although the staff development was well received at the time, questions were raised about whether such fundamental changes in approach, from a very authoritarian and didactic approach, to an approach that is student-centred, could be sustained on the basis of a series of seminars. This thesis examines what impact these seminars have had in promoting the use of the 'new' strategies. In particular, the author examines to what extent cultural and / or contextual factors have played a role in the effectiveness of implementation of the 'new' student-centred teaching and learning strategies.

Inclusion is a term that, although seeming to have a commonly understood meaning, has changed its conceptual focus over the past 50 years. These changes emerge from the national shift in values and policy away from welfarism to post-welfarism and, more recently, austerity-as-ideology (Ignagni et al., 2015) - changes which have affected the societal territory, and the type of citizen into which inclusion is seen to be desirable. The effect on its application to primary schools has been to move away from a welfarist diversity discourse, in which opportunities were opened up for all children through a universalised education system, to the actuarial elitism of a standards discourse of post-welfarism, embodied in the form of National Curriculum learning expectations. It is the balancing of these two discourses within the context of three case-study primary schools that is the central focus of this research. It employs a mixed-method approach to gather data from children, staff and school leaders – including the use of photography to capture meanings of inclusion. It also uses a conceptual framework constructed from the canon of work of Pierre Bourdieu as the basis for interpreting and analysing the contextual uniqueness of inclusion within these schools. The research considers some overarching themes that arise from this analysis: inclusion as a means of social justice as it changed over the past 50 years to become synonymous with social mobility; the struggles of school leaders to find leadership pathways through the ‘tug’ of each discourse; the changing nature of citizenship and its effect upon inclusion as a means of induction into it and how this has impacted upon categorisations of children. Key to this has been the changing relationship between agent (child) and structure (school and government policy) with the latter currently demanding the compliance and conformity of the former. It is here that the current use of the term inclusion is misplaced, for it implies the integration of children into a structured system. It is this ‘messiness’ and confusion around the concept of inclusion that this research aims to clarify.

Long distance running has become increasingly popular in Hong Kong and some middle-aged men take up running in midlife. This research studies the transformative learning that occurs when they practise long distance running in midlife and how it contributes to midlife transition. At the beginning of the study, four hypotheses were developed based on researcher’s observations and literature review. Thirteen middle-aged Hong Kong male runners were then interviewed in a semi-structured way. Thirty-four themes were identified from the data and analysed. The hypotheses were evaluated and arguments of this thesis were then developed. It is then found that long distance running mirrors some real life situations of middle-aged men, triggers transformative learning, and provides the setting for them to reflect on and practise the transformed beliefs and values. When running and the associated transformation address the initial concerns of the middle-aged men, and they are able to resolve difficulties in running with proper methods and find ways to enjoy running, long distance running becomes part of their lives. Long distance running is then a high leverage activity which addresses other midlife concerns and contributes to other life aspects and midlife transition. Moreover, those who were good at sports as teenagers and did not exercise regularly in mid-adulthood are found to benefit more easily from taking up long distance running in midlife. This study extends the application of transformative learning theory to understand and facilitate midlife transition and shows that a single routine activity, like long distance running, can be a multi-function activity in the transformative learning process and a high leverage activity for midlife transition that contributes to multiple life aspects.