ves in relation to the objectives οf the United Kingdom Department for Education and Employment (1996) were to encourage lifetime learning and to encourage employers to invest in building the skills required for competitive business.
NVET seeks to reconcile the educational training needs οf the individual, the employer and the economy in such a way as to increase the competitiveness οf organisations and British Industry as a whole, while at the same time ensuring that individuals can develop in ways that will enable them to lead meaningful and satisfying lives. Harrison, R. (1992).cited in Walton, J. (1999) p75.
Methods οf training and educating employees had been in existence in some form or other since medieval times. In certain industries such as engineering and printing apprenticeships had long been established. Although the education act οf 1944 required employers to release young employees to attend ‘further education and liberal studies’ classes in ‘county colleges’, it wasn’t until the nineteen sixties that national training and learning initiatives came into existence. Reid et al. (2004)Up to this point many organisations were still rigid in structure and ruled by bureaucracy as fathered by Weber, (1947) and followed the principles οf Taylor (from Morgan.1997) where workers were deskilled for efficiency and hierarchic managers held a position οf superiority and knowledge held by them was never shared as this knowledge was power. The middle years οf the twentieth century saw theories from Maslow (1943) who defined a ‘hierarchy οf needs’ for individuals in the work place and McGregor (1960) who contrasted management styles and categorised them into ‘X and Y’ theories, X being akin to Taylors scientific management principles and his Y theory proposing that managers understood that workers wanted to contribute to the organisations objectives. Work now involved tasks being challenging and meaningful for the worker and the term