"Vocationalism in Further and Higher Education" presents a collection of research-based papers on the 'English model' of vocationalism and higher education. It argues that negative societal and political perceptions have hindered the debate about the significance and relevance of vocational education and training provision to learning, work and the economy. In this book, the writers offer unique solutions to the difficult questions that have emerged from their investigations into vocationalism in England. This edited collection brings together a group of academic experts to report and discuss their findings from many years of evidence-based research on vocationalism at three levels: macro (national and policy-making), meso (programmes and organization), and micro (individual learning and teaching). Chapters explore the key issues relating to the topic, such as policies, curriculum, learning and teaching, and work contexts. The book reflects on the diversity of related programmes, and discusses the applicability and relevance of the term 'vocationalism' in the light of current developments relating to higher vocational education, including occupation, employability and professionalism. This book is a timely contribution to the debate on the 'English model' of vocational education and will be an essential resource for researchers, practitioners and postgraduate students in the fields of vocational education, technical and vocational education and training (TVET), work-based learning, politics and policy of education, teaching and learning, higher education, and curriculum and pedagogy. Contents include: (1) Introduction: Vocationalism in the English Context (Sai Loo and Jill Jameson); (2) Still asking - a new direction for vocational learning or another great training robbery? Further research into and analysis of the contemporary reinvention of apprenticeships in relation to further and higher education (Patrick Ainley and Martin Allen); (3) Merger Talk in Further Education: of whales and minnows, rhetoric and reality (Geoffrey Elliott); (4) Groundhog Day Again: Making Sense of a Complicated Mess: HIVE-PED Research on FE Student and Apprentice Progression to Higher Education in England (Jill Jameson, Hugh Joslin and Sharon Smith); (5) A question of identity: does it do what it says on the tin? (Prue Huddleston); (6) Links between concepts of skill, concepts of occupation, and the training system: A case study of Australia (Erica Smith); (7) Training of FE teachers with occupational/vocational experiences: an approach using collaboration and evidence-based research (Sai Loo); (8) "It's all about work": New Times, Post-Fordism and Vocational Pedagogy (James Avis); (9) Constructions of knowledge through practice in general vocational education in England (Ann-Marie Bathmaker); (10) Higher vocational learning and knowledgeable practice: the newly qualified practitioner at work (Karen Evans); and (11) Conclusion: Global Perspectives on Vocationalism and the English Model (Jill Jameson and Sai Loo).