In 1944, the UK government created a new system of education. Education was divided into three parts. Children who passed an exam at 11 went to grammar schools. Pupils who didn’t do well in the exam went to ‘secondary modern’ schools or technical schools. At technical schools they studied work-based subjects. In practice, however, only 0.5% of pupils went to technical schools, and this system divided students at a very young age into academic and non-academic. The system did not produce good results, and changed to a more equal system in the 1970s.

In the 1980s the British government introduced NVQs or National Vocational Qualifications so that young people could get certificates to show their practical skills. It helps employers understand what workers can do. In 1994, the government started a programme which aimed to provide ‘quality training on a work-based (educational) route’. These ‘modern apprenticeships’ are available at three different levels.

At the higher levels of education, too, there has been more emphasis on work-based learning, which links academic study closely to practical experience. At degree level, companies have linked with universities to create specialised qualifications, such as the BA in Distribution run between Middlesex University and Asda Supermarket. Such partnerships also exist at Masters and even doctorate level.

Technological advances have supported the growth of work-based learning. With blended learning, part of the course is online, allowing people to study without missing work. Older or retired employees can now act as tutors, mentors, or coaches in these programs. This training was common in fields such as nursing and teaching, but has now spread to careers which were traditionally not closely linked to education.

(Adapted from Mindset for IELTS 1)