Vocational education offers an alternative to traditional subjects, and is right for certain students. It should be encouraged, not dismissed

One consultation evening, a parent told me that their child was no longer considering health and social care as an option. They had been informed by one of my colleagues that there was no point in doing it and to take a “real subject”. While I was shocked, I shouldn’t have been surprised: my subjects were always included at the back of the options booklet, with English, maths and science at the front.

I moved from lecturing at a further education college to a secondary school because I believed I could encourage more students to take vocational subjects. After working in early years for the best part of a decade, I had the knowledge and experience of child development and social care, and I wanted to share this with the next generation of learners. I was eager and enthusiastic, but I was taken aback by the stark contrast between working in secondary education and in post-16 education – the lack of creative freedom and the onus on structure.

When I introduced myself to new colleagues and was met with questions about my experience and timetable, I was surprised – I was given the impression that my background in the early years sector would not be relevant to the students. At the school, NQTs or those who were light on teaching hours were given vocational subjects to teach because, apparently, anybody can do it.

This attitude towards vocational subjects – such as health and social care, travel and tourism, and child development – is not unusual. Once, while I was photocopying past exam papers, a curious colleague examined the questions and was surprised at their difficulty.

Students tell me regularly that another teacher has insulted my subjects, claiming that I teach them to become glorified babysitters, for example. I understand that vocational subjects are not as traditionally academic as subjects such as science, geography or maths, and that everybody is entitled to their opinion, but the public slating from colleagues dismissing them as easy is damaging to students with a genuine interest in them.

Even among some pupils, vocational subjects hold little value. Male students are the most critical about those involving the care of others, perceiving it to be women’s work. The stigma around vocational subjects is based on a lack of understanding, and I feel that I am fighting a losing battle in trying to bring an enlightened approach.

The government’s push for students to take the English Baccalaureate (EBacc) and comments made by Michael Gove about vocational and technical qualifications do little to promote these subjects as suitable education routes. Instead, they push young people down narrow, academically-heavy routes that limit their potential.

I have tried to shrug off derogatory comments about vocational subjects, and justify their relevance to today’s learners. But as time has progressed, my commitment has diminished. Comments from colleagues, students and parents have worn me down, and there are times when I’ve wondered if I can continue in my current school due to the lack of commitment and investment from my leadership team as they push students to take the EBacc.

A small minority of my colleagues believe vocational subjects are a suitable route for students and provide an alternative to heavily academic subjects. But from my experience, based on discussions with my peers, the value attributed to vocational education is paltry compared to more traditional subjects.

Traditionally, vocational subjects have attracted students considered to be of low ability, or who are looking for an easy qualification. But my students, past and present, are passionate, committed, and deserve every chance to be successful in whichever subjects they choose. Students who take vocational subjects have a clear idea of the path they wish to take. They know what they want to do once they leave the comfort of compulsory education.



I’m proud that I don’t teach to a specified scheme of work set out by the exam board. I regularly receive feedback from students about how they learn more about themselves and practical skills which will help them in later life. This is what inspires me to continue.

Every subject holds value for students and I implore every educator to exercise caution: do not denounce vocational courses. The impact of your words holds great significance on the futures of the young people you teach.

Follow us on Twitter via @GuardianTeach. Join the Guardian Teacher Network for lesson resources, comment and job opportunities, direct to your inbox.