Bill Esmond
Biographic Data
| ID | 6326200 |
|---|---|
| NAME | Bill Esmond |
| GIVEN NAMES | Bill |
| FAMILY NAME | Esmond |
| SIGNATURE | ESMOND B |
| AFFILIATIONS | University of Derby |
| ORCID | 0000-0002-9689-0807 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Fabricating the ‘dual system’. Conservative resistance against progressive TVET reforms in West Germany 1969–1982
Over recent years, mainstream literature on TVET system development has presented an idealised picture of institutional evolution. In doing so, the social forces that shape history – namely, the various interest groups – are relegated to the background, as if the outcome of the story were never really in doubt, whilst the contributions of educational actors are especially neglected. This is especially true for the internationally much-admired Ger…
Beyond subjects and skills or crossing the divide? From additionality to complementarity in college enrichment
This paper reports a longitudinal study, organized around national surveys and institution-based case studies, of ‘enrichment’ in post-16 colleges across England and Wales. These institutions transect general and vocational education pathways, whose curricula are organized respectively around subject disciplines and employment skills. Drawing on social justice perspectives and understandings of curriculum theory and cultural reproduction, the stu…
Challenges in the Transition From Apprenticeships to Higher Education in England, Germany, and Norway
The transition from technical and vocational education and training to higher education is particularly challenging for apprenticeship graduates. These challenges are not only bureaucratic or logistical but also reflect deeper systemic inequalities. In many countries, apprenticeship routes at the upper secondary level are disproportionately chosen by disadvantaged groups in relation to class, gender, and/or race. As a result, the limited, time‐co…
Enrichment in colleges after Covid
A longitudinal study of enrichment across post-16 colleges in England and Wales illustrates the possibilities and limitations of colleges' societal and cultural impact. Over a four-year study, these activities outside subject curricula, widely intended to compensate for the mobilisation of cultural capital by students in privileged settings, increased in salience whilst responding to post-pandemic crises; but differed across settings in their aim…
Education, Skills and Social Justice in a Polarising World
This book explains how education policies offering improved transitions to work and higher-level study can widen the gaps between successful and disadvantaged groups of young people. Centred on an original study of ongoing further education and apprenticeship reforms in England, the book traces the emergence of distinctive patterns of transition that magnify existing societal inequalities. It illustrates the distinction between mainly male ‘techn…
Re-conceptualising VET
The paper addresses the impact of Covid-19 on vocational education and training, seeking to discern the outline of possible directions for its future development within the debates about VET responses to the pandemic. The discussion is set in its socio-economic context, considering debates that engage with the social relations of care and neo-liberalism. The paper analyses discourses that have developed around VET across the world during the pand…
Vocational teachers and workplace learning
Where young people’s upper-secondary education spans work and institutional domains, questions arise about learning across both spheres and its guidance. Theoretical accounts of ‘boundary crossing’ have explored how vocational teachers can integrate learning across domains by drawing on extended concepts and theoretical knowledge to solve workplace problems; whilst empirical accounts have validated the role of vocational educators by describing t…
Part-time higher education in English colleges
Adult participation in higher education has frequently entailed mature students studying part time in lower-ranked institutions. In England, higher education policies have increasingly emphasised higher education provision in vocational further education colleges, settings which have extensive adult traditions but which mainly teach employment-based skills and are widely regarded as ‘outside’ higher education. This paper interrogates the signific…
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Part-time higher education in English colleges
Adult participation in higher education has frequently entailed mature students studying part time in lower-ranked institutions. In England, higher education policies have increasingly emphasised higher education provision in vocational further education colleges, settings which have extensive adult traditions but which mainly teach employment-based skills and are widely regarded as ‘outside’ higher education. This paper interrogates the signific…
Re-conceptualising VET
The paper addresses the impact of Covid-19 on vocational education and training, seeking to discern the outline of possible directions for its future development within the debates about VET responses to the pandemic. The discussion is set in its socio-economic context, considering debates that engage with the social relations of care and neo-liberalism. The paper analyses discourses that have developed around VET across the world during the pand…
Vocational teachers and workplace learning
Where young people’s upper-secondary education spans work and institutional domains, questions arise about learning across both spheres and its guidance. Theoretical accounts of ‘boundary crossing’ have explored how vocational teachers can integrate learning across domains by drawing on extended concepts and theoretical knowledge to solve workplace problems; whilst empirical accounts have validated the role of vocational educators by describing t…
Education, Skills and Social Justice in a Polarising World
This book explains how education policies offering improved transitions to work and higher-level study can widen the gaps between successful and disadvantaged groups of young people. Centred on an original study of ongoing further education and apprenticeship reforms in England, the book traces the emergence of distinctive patterns of transition that magnify existing societal inequalities. It illustrates the distinction between mainly male ‘techn…
Enrichment in colleges after Covid
A longitudinal study of enrichment across post-16 colleges in England and Wales illustrates the possibilities and limitations of colleges' societal and cultural impact. Over a four-year study, these activities outside subject curricula, widely intended to compensate for the mobilisation of cultural capital by students in privileged settings, increased in salience whilst responding to post-pandemic crises; but differed across settings in their aim…
Beyond subjects and skills or crossing the divide? From additionality to complementarity in college enrichment
This paper reports a longitudinal study, organized around national surveys and institution-based case studies, of ‘enrichment’ in post-16 colleges across England and Wales. These institutions transect general and vocational education pathways, whose curricula are organized respectively around subject disciplines and employment skills. Drawing on social justice perspectives and understandings of curriculum theory and cultural reproduction, the stu…
Challenges in the Transition From Apprenticeships to Higher Education in England, Germany, and Norway
The transition from technical and vocational education and training to higher education is particularly challenging for apprenticeship graduates. These challenges are not only bureaucratic or logistical but also reflect deeper systemic inequalities. In many countries, apprenticeship routes at the upper secondary level are disproportionately chosen by disadvantaged groups in relation to class, gender, and/or race. As a result, the limited, time‐co…
Fabricating the ‘dual system’. Conservative resistance against progressive TVET reforms in West Germany 1969–1982
Over recent years, mainstream literature on TVET system development has presented an idealised picture of institutional evolution. In doing so, the social forces that shape history – namely, the various interest groups – are relegated to the background, as if the outcome of the story were never really in doubt, whilst the contributions of educational actors are especially neglected. This is especially true for the internationally much-admired Ger…
Sociology (6 works) · Youth Education and Societal Dynamics (6 works) · Social science (5 works) · Pedagogy (4 works) · Political science (4 works) · Vocational education (4 works) · Global Educational Policies and Reforms (3 works) · 2019-20 coronavirus outbreak (2 works) · Biology (2 works) · Economics (2 works)