Writing as one of the few editors of JVET not to have a strong grounding in the English college system out of which the journal initially sprung, I want to acknowledge Lorna as my first key guide to this tradition. In my very first months as Research Director for VET/Skills in the Human Sciences Research Council of South Africa I was immensely lucky to have Lorna join my team as a visiting professor. Together we went on to collaborate on two books on the South African system, but I learnt immeasurably from her about the English system, about the wider field of VET research but above all else about how to be an expert who wore their expertise in a very human and approachable way that allowed others to learn safely.

I first met Lorna at the (for those who attended) much lamented Employment Department funded VETNET Forum in the mid 1990s – a forum for members of the VET community (research, policy and practitioner backgrounds) to meet to discuss issues that cut-across all the above foci. Lorna and I swiftly found common ground through our respective belief “work was integral to VET” - our colloquial phrase for our separate and joint conceptual and empirical explorations of the theory-practice relationship. Common ground that always enabled us to see differences of emphasis as the basis of mutual learning, rather than obstacles to be overcome. Post our editorship of the Wiley Handbook for VET, we were on the cusp of pursuing a new theory-practice venture with colleagues from Italy and France when Lorna tragically passed. It goes without saying that it’s far too painful to continue.

My collaboration and friendship with Lorna stretched over nearly 40 years. As an early career researcher, I was hugely impressed from the outset by Lorna’s knowledge, understanding, wisdom and commitment to vocational education and training, and am so grateful to have had the opportunity to learn from her. Lorna’s great enthusiasm and genuine respect for the field were infectious. She really cared about individuals, whether they were novices or more experienced workers, and how they could be supported to develop their occupational expertise. It was a huge privilege to collaborate with Lorna and have the opportunity to witness her outstanding ability to mentor more junior colleagues, advise peers and engage with policymakers and practitioners. She was an amazing, generous person to work with, always positive, open to ideas and new ways of conceptualising and explaining empirical findings. She wrote beautifully, using her deep understanding to explore complex issues in an accessible style and always fiercely determined that her outputs should never forget to address the ‘so what’ question: identifying the implications of her research were never secondary concerns. Lorna’s sustained achievements as an exemplary researcher and tremendous academic leader are remarkable. Her positive impact on the field of VET and workplace learning have left an indelible and enduring legacy across the worlds of research, policy and practice. From a personal perspective, Lorna has left me with so many treasured memories. It is hard to accept that she is no longer with us.

I met Lorna in the early 1990s through the VET Forum hosted at Warwick University. I was immediately struck by her knowledge, expertise and, above all, enthusiasm for the FE college sector: a rare thing and a beacon of light for someone who had travelled a similar career path to Lorna - from further education, company training, outreach education and higher education. The enthusiasm was infectious, and we began a collaboration and friendship cemented in the publication of Teaching and Learning in Further Education (1997) and subsequent editions. Lorna was the best possible person to work with, never afraid to challenge, to dig deep into “what lies beneath” and most importantly to consider the impact on teachers and learners of the changing policy environment. She gave unstintingly of her time and care to ensure that all had a voice, for those whose voices were forgotten, or considered less important. This is illustrated by her work as a college governor, and in her contribution to our understanding of the developmental opportunities of workplace learning. The joy of working with Lorna was exemplified in what would prematurely become our last collaboration: Curriculum in FE Colleges over Time: illustrations of change and continuity (Edge Foundation). Crawling on hands and knees in the attic of Westminster College we trawled through an archival treasure chest: old timetables, contracts of employment for renowned chefs, schemes of work from the early 20th century. It was not just a serious piece of work, it was fun. It always was working with her. I shall miss her personal support and friendship – that I can no longer lift the phone, on hearing the latest policy pronouncement for the FE sector and ask: “what do you think?”.