Accelerate the Just Transition: the contribution of further and higher education to achieve net zero and climate justice

Thus far COP26 has ‘codified the emergency’ but actions have been underwhelming. In response, the scale and urgency of the crisis requires that the Just Transition (combined Green and Social transitioning) be accelerated (conceived in this symposium as the ‘race to net zero’). This will not be achieved by new national and global policies alone (important though they are), but by synergistic actions between different societal levels from bottom to top and from local to global. The presentation and paper take a ‘whole system approach’ by exploring the different elements of the Just Transition and building a multi-dimensional ‘Just Transition Social Ecosystem’ model. This conceptual framework is applied to further and higher education in which FHE institutions are seen as key Just Transition actors with fundamental educative and linking roles – local, national and global - to support the acceleration of ecological and societal transitioning. It is also argued that in order to become influential JT connective forces, FHE organisations will first have to reimagine themselves as place-based civic institutions and an active part of a connective global world

A Social Ecosystem Model: conceptual developments and implications for VET

This article focuses on the conceptual development of a Social Ecosystem Model (SEM) that connects the worlds of working, living and learning. The inclusion of ‘living’ in the learning equation results from critical reflections on new powerful dynamics within capitalism - wealth creation of FinTech ‘entrepreneurial ecosystems’ and their social exclusionary effects on cities and their populations. The inclusive social ecosystem model results from conceptual extensions to existing skills ecosystem models by adopting a holistic perspective of the ‘working-living-learning’ nexus in urban locations and, in doing so, draws attention to the facilitating roles for national and local government working with the public and private sectors and further and higher education. The article concludes by exploring the implications of the SEM for spatial and place-based approaches to VET and the critical contribution of new forms of partnership working and the role of further education colleges as local anchor institutions

From the general to the organic intellect: reflections on the concepts of connective specialization and the curriculum of the future

This chapter engages with Michael’s work on ’specialisation’ and different ‘futures’ of education by applying perspectives, not from within sociology but from without through the theoretical legacies of the Italian Marxist, Antonio Gramsci. Dimensions of his political theory – hegemony, common sense/good sense and the role of intellectuals – are reworked in the conditions of the 21st century to create the concept of the ‘organic intellect’. This multi-dimensional framework, comprising ‘connective specialisation’ and ‘ethico-political consciousness’, is used to reflect on Michael’s approach to the ‘curriculum of the future’ – known in his later work as Future 3. From the perspective of the Organic Intellect, the latter part of the chapter outlines six challenges to encourage Michael to move beyond some of the constraints of his later work. In particular, I argue that Michael’s current focus on the role of subject specialization could be enriched by revisiting his earlier concept of connective specialization that has new meaning due to the tensions between the ‘verticalities’ of neoliberal economic and political life and the ‘horizonalities’ of emergent radical civil society. The chapter concludes by suggesting that the six challenges constitute an invitation to Michael to move from deep within sociology towards its boundaries and to engage with the world of modern political economy – a shift that could open up his fourth intellectual period

The evolution of social ecosystem thinking: its relevance for education, economic development and localities

This stimulus paper explores the concept of 'social ecosystems' as a way of understanding the dynamics of local economic and skills development. The paper draws on a range of international sources

Restrictive and expansive policy learning – challenges and strategies for knowledge exchange in upper secondary education across the four countries of the UK

This article examines the challenges and possibilities for UK policy learning in relation to upper secondary education (USE) across England, Scotland, Wales and Northern Ireland (NI) within current national and global policy contexts. Drawing on a range of international literature, the article explores the concepts of ‘restrictive’ and ‘expansive’ policy learning and develops a framework of dimensions for examining what is taking place across the UK at a time of change for all four national USE systems. From an examination of recent national policy literatures and interviews with key policy actors within the ‘UK laboratory’, we found that the conditions for expansive policy learning had markedly deteriorated due to ‘accelerating divergence’ between the three smaller countries and a dominant England that has been pursuing an ‘extreme Anglo Saxon education model’. The article also notes that some aspects of policy learning continue to take place ‘beneath the radar’ between UK and wide civil society organisations. This activity is more prevalent across the three smaller countries although each, to differing degrees, is still constrained by its position in relation to the UK as a whole

Post-16 Curriculum and Qualifications Reform in England and Scotland: lessons from home international comparisons

In this article we compare Curriculum 2000 and Higher Still, recent reforms of post-16 education in England and Scotland respectively. We draw on current and earlier research on the unification of academic and vocational learning in England, Scotland and other European countries in order to suggest areas for mutual learning to inform future curriculum and qualifications reform north and south of the Border. We highlight five of these - the conduct of the policy process, issues of progression, assessment, approaches to vocational education and key/core skills. In our conclusion we speculate on the possibility of either convergence or divergence of the English and Scottish upper secondary education systems as both evolve

Education, skills and employment in East London: an ecosystem analysis

This is the first research report of the East London Vocational Education and Training Project (ELVET) that explores FE college/employer forms of collaboration. It contains an overview of economic, social and educational developments across London and then focused on East London. and the four hubs comprising New City College, Newham College and Barking and Dagenham College. In this sub-regional context the report develops an ecosystem analysis in order to identify the key dynamics of the locality