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Commissioned to "consider how [to] improve vocational education for 14-19 year olds and thereby promote successful progression into the labour market and into higher level education and training routes" (Written Ministerial Statement 2010), the Wolf Review of Vocational Education was tasked with analysing the current state of VET in England and making recommendations as to its future development. Presented in the resulting Wolf Report, the Review's analysis and recommendations are best understood as falling under the following headings: outcomes of the 14-16 (compulsory) stage of education; the study of mathematics and English 14-19; outcomes of 16-19 (post-compulsory) provision for students enrolled on vocational courses; and the pro-vision of apprenticeship places for 16-19 year olds. In this article, important results of the analysis and central recommendations of the Wolf Report, dealing, among others with questions of funding, management and assessment in English VET, are summarised and discussed along with the government's response to the Report.

This article describes the involvement of higher education and business in the development of new vocational qualifications for 14-19 year-olds in England. It is intended that this 'co-production' will lead to a set of qualifications which have an 'applied' character and which support progression into both employment and higher education. National availability, strong brand promotion and the inclusion of functional and generic skills are intended to encourage continued participation in education/ training. Relatively low participation in education/training post-16 is perceived as a particular problem in England. The Diploma complements new legislation that requires all 17 years-olds to remain in education or training by 2013 and all 18 year-olds by 2015. The article considers how the facility for progression from Diplomas to university affects the success of the reform and explores possible connections between Diplomas and previously introduced two year vocational degrees in English universities. The article ends with a brief review of how the Diploma reform addresses issues of social inclusion in higher education.

Der Beschluss des Europäischen Parlaments und Rats zur Etablierung des Europäischen Qualifikationsrahmens für Lebenslanges Lernen (EQR) stellt den Mitgliedstaaten anheim, ob und wie sie einen Nationalen Qualifikationsrahmen entwickeln. Länder wie England, Schottland und Irland verfügen seit Jahren über Qualifikationsrahmen, die z. T. auch der Konstruktion des EQR zugrunde lagen. Zur Vorbereitung eines Deutschen Qualifikationsrahmens (DQR) lag es nahe, Erfahrungen der genannten Länder näher zu betrachten. Dies geschah im BIBB-Projekt „Nationale Qualifikationsrahmen in England, Irland, Schottland – Konstruktion, Nutzung, Wirkung“, aus dem hier erste Ergebnisse vorgestellt werden. Der Beitrag richtet den Blick vor allem auf die Verfahren zur Entwicklung und wertet Erfahrungen mit der Umsetzung aus. Daraus werden abschließend Schlussfolgerungen für die Erarbeitung eines DQR gezogen.