Post-16 education in scotland: Credentialism and inequality

Abstract

A broad consensus has emerged in Scotland of the need to invest in the expansion of post-16 education and training. This renewed interest in Lifelong Learning has, however, become increasingly associated with expanding student numbers in full-time tertiary education. In this article, it is argued that the credentialist policies pursued in Scotland over the past 10 years, based on simple notions of economic instrumentalism and education ‘markets’, are in danger of creating greater social and economic divisions within society. An alternative policy agenda is proposed emphasising ‘work-based’ education and training, delayed entry to full-time initial post-16 education, and a strategic rethink of the role played by the Enterprise Network in creating and sustaining a skilled workforce. © 1999 Journal of Vocational Education and Training All rights reserved.