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Teachers’ experiences from 2016–2020 are analyzed to understand progression pathways for students seeking further study and employment in the food sector and related occupations. The study reports reduced subject teaching, funding and status, fewer post-16 food course enrolments, and a narrower qualification focus, with teachers arguing for developing a new A-level course.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Economics and Food Technology in schools in England in 2016  \nLouise T . Davies, Founder: Food Teacher’s Centre UK; St Angela’s College, National University of Ireland.  \nAbstract  \nThis research project examines the impact of removing post 16 A-level examinations for Home Economics and Food Technology in schools in England from 2016. This research explores teachers’ experiences from 2016-2020, specifically their views on the progression pathway for those students who wish to pursue further study and employment opportunities in the food sector and other relevant occupations. Schools offer non-A-level courses less frequently as there is uncertainty around course equivalence, and this has resulted in an overall reduction in the numbers studying post 16 food courses. Level 3 qualifications are now focused solely on the hospitality and catering sector with only one applied general qualification. Opportunities for broader areas of study that encompass food science, nutrition and dietetics and food technology have been removed. This has meant that now fewer students access broader career pathways and interests crucially at a time when the UK requires vast numbers of highly skilled postgraduate recruits for the food sector. Teachers made a strong case for why a new A-level course should be developed.  \nKey Words  \nA Level, Food Technology, Home Economics, Vocational Qualifications, Applied Qualifications, Qualifications Reform, post 16 progression  \nIntroduction  \nThis research report examines the impact of removing post 16 Advanced-level examinations for Home Economics and Food Technology in schools in England from 2016. The research seeks to explore teachers’ experiences since this policy was implemented, specifically their views on the progression pathway for those students who wish to pursue further study and employment opportunities in the food sector and other relevant occupations.  \nBackground  \nIn 2016, as part of wider qualifications reform, the Department for Education decided that Alevels in Food Technology and Home Economics would cease in England. Amongst the reasons given were that there are several high-quality vocational qualifications available and there are applied general qualifications that have a focus on food nutrition and food science, which have been endorsed by universities. (Department for Education, 2016) . This was based on an announcement of a consultation in July 2015, which stated that AS and A level food technology would not be developed as a separate qualification, as it has been part of the Design &  \nTechnology suite and ‘food’ did not fit comfortably within design and technology suite of qualifications. Concerns have been raised about the negative consequences of this policy decision on the academic status and position of food in the curriculum. (Owen-Jackson & Rutland, 2017; Tull, 2018; Rutland, 2020; Wood-Griffiths & Lawson, 2020) .  \nIn February 2020, the British Nutrition Foundation (BNF) with the Food Teachers Centre concluded a quantitative study of 900 secondary schools in England. This author was the coresearcher during the survey which set out to ascertain whether there had been any impact on schools and students due to the removal of A-level. The results (British Nutrition Foundation & Food Teachers Centre, 2020) highlighted many areas of concern such as a reduction in teaching, funding, and status for the subject, but did not elicit the in-depth information needed to understand the issues in detail, as qualitative methods are better suited for this. (Strauss & Corbin, 1990)  \nAs a separate inquiry, for the purpose of pursuing an M Ed, through a preliminary analysis of the survey responses, several topics were identified worthy of further in-depth exploration, including whether there is a clear route of progression from GCSE for those students with an interest or passion ","cbCaikNmt3JjMSvs","https://ap.wps.com/l/cbCaikNmt3JjMSvs","pdf",381644,17,"English","# Abstract\n# Introduction\n# Background\n# Research Methodology\n## Pragmatic Paradigm and Naturalistic inquiry\n# Method: the selected sample","[{\"question\":\"What policy change is studied in this research project?\",\"answer\":\"The project studies the removal of post-16 A-level examinations for Home Economics and Food Technology in England starting in 2016.\"},{\"question\":\"Which timeframe and stakeholders does the research focus on?\",\"answer\":\"The research examines teachers’ experiences from 2016 to 2020, especially their views on student progression into further study and food-sector employment.\"},{\"question\":\"Why does the report argue that the policy change has had negative consequences?\",\"answer\":\"It highlights concerns about reduced teaching, funding, and status for the subjects, alongside fewer students studying post-16 food options and limited routes into broader study areas.\"}]","A-Level Food: The Gap That Remains - A Research Project on the Impact of Removing Post 16 A-Level Examinations for Home Economics and Food Technology in Schools in England in 2016 | PDF",1792092274,43]