Technical and Vocational Education Initiative

The Technical and Vocational Education Initiative (TVEI) was an initiative in education in the United Kingdom in the 1980s.

TVEI was announced in 1982 and a pilot scheme started in 1983. TVEI was extended nationally in 1987, and was thereafter often known as TVEI extension, sometimes abbreviated TVEE. It ended in 1997.

It was the first major intervention by central Government in curriculum development in England. Organised on a local authority basis, with each local authority able to develop and implement plans relevant to their area. Computers were revolutionising the workplace and providing new opportunities for employment as well as requiring new skills and attitudes in the workforce and in society. The BBC and the UK Government developed the BBC micro computer for the schools sector and TVEI supported the channelling of funds and training into the schools sector to enable computer rooms, equipped by BBCs to be set up in schools. Prior to this, typically, the mathematics department might have had access to one computer at a remote location.

The strategy for the implementation of TVEI provides an example of positive change management in an education system with government engaging with educators and industry to support innovation and development in uncertain times. It can be argued that this investment which led to pupils having access to the latest technology, a supported creative curriculum and an encouragement with experimentation, had a seminal role in providing the foundations for the successful UK animation industry.

The history of this period is recorded in publications by several UK organisations - the Association for IT in Teacher Education (Hammond et al 2011), the Mirandanet initiative. The ITTE Voices project provides a record of educators experiences in this period.

Evaluation of the TVEI initiative was obligatory. In the London Borough of Enfield, the evaluation strategy was to use teacher-researchers based in schools (Leask, 1998), following Lawrence Stenhouse's effective teacher-research model used for the evaluation of the Humanities Curriculum Project. Professor Helen Simons, a colleague of Stenhouse, set up the Enfield model, later managed by Professor David Hopkins at what was the Cambridge Institute of Education. Hopkins, 1989, includes a section explaining the system. Teacher Researchers were trained and gathered data in schools on agreed topics using agreed methodologies. The data were then anonymised and reported giving schools a basis for comparison with their peers. The archive of the Enfield Teacher Researcher approach is held by Professor Marilyn Leask, De Montfort University, UK.

MirandaNet established 1992, specialises in education/industry collaboration and with industry hosted seminars for educators where forthcoming technologies were showcased for educators. Many leading IT companies appointed education staff to support strong education/industry partnerships. The UK Austerity Period fuelled by the international banking crises of the early 21st century, curbed UK industry investment in educational innovation.

A Museum of Educational Computing holding programmes and equipment from this period to more recent times is in the care of Dr Richard Millwood deputy and researcher and developer at what at the time was a leading innovation unit - Ultralab (closed around 2008), Anglia Ruskin University, UK. A National Museum of Computing at Bletchley Park has more general information about the development of computing.

Sources

Hammond, M. el al (2011) Voices, The Association for IT in Teacher Education Hopkins, David (1989) Evaluation for School Development, Milton Keynes, Open University. Leask, Marilyn (1988) Reliability and validity of teacher-evaluator approach to project evaluation MPhil thesis, Cambridge Institute of Education UK.now available from the Univerisyt of Cambridge library.

• Yeomans, David Constructing vocational education: from TVEI to GNVQ. University of Leeds Post 14 Research Group