Vol. 2 No. 31 (2025)
Professional Pedagogics

Professional Pedagogics

REGULATORY AND LEGAL FRAMEWORK FOR THE TRAINING OF CONSTRUCTION PROFESSIONALS IN VOCATIONAL COLLEGES OF THE UNITED KINGDOM

Published 20.11.2025

  • Andrii Mykytiuk

Andrii Mykytiuk
Nadvirna Vocational and Technical School 11

Abstract

The relevance of the article is determined by the necessity of analyzing the regulatory and legal framework for the training of construction professionals within the technical and vocational education and training (TVET) system of the United Kingdom, which is essential for implementing progressive British experience into the educational legislation of Ukraine in the context of enhancing the impact of vocational education on post-war reconstruction.

The purpose of the article is to identify and analyze the primary regulatory acts and mechanisms of the United Kingdom governing the activities of vocational colleges in the field of training construction professionals, and to substantiate the possibilities of implementing specific elements of this experience into Ukrainian legislation for the development of vocational education.

Methods: analysis of legislative acts of the British Government, strategic documents, and reports of regulatory bodies (Ofsted, Ofqual, Institute for Apprenticeships and Technical Education) for the period 2000–2025; study of scientific works by Ukrainian and British scholars to ascertain the current state of research on the problem; comparison to identify differences and common trends between the British and Ukrainian vocational education systems; generalization to formulate conclusions and recommendations.

Results: a comprehensive analysis of the regulatory and legal documents of the United Kingdom regulating the activities of construction-oriented vocational colleges was conducted; key legislative acts (Further and Higher Education Act 1992, Skills and Post-16 Education Act 2022, Building Safety Act 2022, Apprenticeships, Skills, Children and Learning Act 2009) providing the legal basis for the functioning of vocational colleges were identified; the role of specialized state institutions (Department for Education, Ofsted, IfATE, CITB) in regulating the quality of vocational construction education was characterized; requirements for training programs, certification, and accreditation in construction fields were outlined; promising directions for implementing British experience in the context of improving the regulatory and legal framework for the vocational training of construction professionals in Ukraine were determined.

Conclusions: it was established that the legislative framework of the United Kingdom regarding the training of construction professionals in vocational colleges provides a clear distribution of powers among regulators, defines qualification standards, and ensures that training content meets the requirements of the modern construction industry; the implementation of specific elements of British experience (mechanisms of institutional autonomy, practice-oriented learning, and the participation of industry partners in the formation of educational standards) is promising for improving the regulatory and legal framework for training construction professionals in vocational colleges of Ukraine.

Keywords

regulatory and legal framework, further education colleges, United Kingdom, training of construction professionals, education legislation

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