Employer engagement within 14-19 diploma development

In 2005, the UK government announced the development of a suite of employer-designed diplomas for 14-19 year olds linked to different industrial and commercial sectors. This article will reflect on some of the achievements and challenges of this major employer engagement initiative by drawing on three pieces of research: a review of Diploma development and two employer consultation studies belonging to the latest phase of Diploma development - the Diplomas in Humanities and Social Sciences and Languages and International Communications. The article suggests that meeting the needs of employers in qualification design is problematic as employers are a heterogeneous group bringing a range of different views, ideas and contributions to the process. Furthermore, the article points to a possible mismatch between policymakers' expectations from employers at the macro level, and what in fact happens at the local, micro level owing to personal and economic circumstances, companies' demands and the economic climate

Hungarian migrants in the UK labour market : a pilot study on the former education of Hungarian migrants and on underutilisation of their skills in the UK

Migration is a hugely contested area and the widely differing views, statistics, and attitudes to migrants are infused with politics. EU migration is a special case because EU citizens have free movement rights, may live and work in any other EU country, and have almost the same rights as locals. During the past 10 years there have been two waves of EU accession: in 2004 eight East European countries received the right to take up employment in the UK freely, and in 2007 when the UK introduced restrictions on Bulgarian and Romanian citizens to work in the UK, which were lifted on 1 January 2014. In 2004 a much larger than expected number of A8 citizens moved to work in the UK, which raised the alarm in particular among the wider public. Questions were raised concerning the impact of the A81 migrants on social and welfare benefits, on youth unemployment, on the labour market, on wages, and whether or not the A8 migrants contribute to the UK economy and generate financial benefits for the country.This study investigated the views and experiences of 10 Hungarian migrants living in the south-east of England. The data suggest that the UK offers better opportunities for Hungarian migrants to find employment than Hungary, and that there are better chances for them in the UK to establish financial security. Many of the interviewees have already worked excessive hours in Hungary, and some also engaged in low-skilled and low-paid work before coming to the UK. All interviewees were well educated at levels 3, 4 and 5 and often had two to three qualifications. In spite of this most interviewees found employment in the UK in lowskilled and low-paid work. English language skills, unknown Hungarian qualifications, lack of UK work experience, lack of time, and lack of financial resources were the main reasons for not being able to negotiate better jobs and starting higher on the job ladder. Most interviewees felt uncomfortable in their low-skilled jobs and often felt that they would be able to offer so much more. They also felt they brought their positive attitude, flexibility, high standards, and, in particular, intelligence to their jobs. Career progression was very slow, and often they had one low-skilled job after the other, making horizontal moves rather then vertical. However, all were engaged in learning and professional development and education was considered as the means to success. All interviewees felt they had established financial security for themselves by 2014, they had permanent posts and their wages had increased over time. However, progressing in their chosen career or working according to their highest qualifications was a distant future for many.</p

School choice from the perspectives of the parents : case studies in Hungary and Russia

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Hungarian migrants in the UK labour market : a pilot study on the former education of Hungarian migrants and on underutilisation of their skills in the UK: SKOPE research paper no. 119, February 2014

Migration is a hugely contested area and the widely differing views, statistics, and attitudes to migrants are infused with politics. EU migration is a special case because EU citizens have free movement rights, may live and work in any other EU country, and have almost the same rights as locals. During the past 10 years there have been two waves of EU accession: in 2004 eight East European countries received the right to take up employment in the UK freely, and in 2007 when the UK introduced restrictions on Bulgarian and Romanian citizens to work in the UK, which were lifted on 1 January 2014. In 2004 a much larger than expected number of A8 citizens moved to work in the UK, which raised the alarm in particular among the wider public. Questions were raised concerning the impact of the A81 migrants on social and welfare benefits, on youth unemployment, on the labour market, on wages, and whether or not the A8 migrants contribute to the UK economy and generate financial benefits for the country.</p. This study investigated the views and experiences of 10 Hungarian migrants living in the south-east of England. The data suggest that the UK offers better opportunities for Hungarian migrants to find employment than Hungary, and that there are better chances for them in the UK to establish financial security. Many of the interviewees have already worked excessive hours in Hungary, and some also engaged in low-skilled and low-paid work before coming to the UK. All interviewees were well educated at levels 3, 4 and 5 and often had two to three qualifications. In spite of this most interviewees found employment in the UK in lowskilled and low-paid work. English language skills, unknown Hungarian qualifications, lack of UK work experience, lack of time, and lack of financial resources were the main reasons for not being able to negotiate better jobs and starting higher on the job ladder. Most interviewees felt uncomfortable in their low-skilled jobs and often felt that they would be able to offer so much more. They also felt they brought their positive attitude, flexibility, high standards, and, in particular, intelligence to their jobs. Career progression was very slow, and often they had one low-skilled job after the other, making horizontal moves rather then vertical. However, all were engaged in learning and professional development and education was considered as the means to success. All interviewees felt they had established financial security for themselves by 2014, they had permanent posts and their wages had increased over time. However, progressing in their chosen career or working according to their highest qualifications was a distant future for many.</p

Reconsidering the nature of the learning space in practically-based higher education: Innovative approaches to higher education in the UK context

The significance of equipping higher education graduates with both practical skills and theoretical knowledge relevant to their future workplace has been identified as one of the priorities in the higher education sector. Specifically, the issues, such as the preparation of young people for the world of work, facilitating the links between academic studies and practical experiences, and situating practice-based education have become central to the higher education landscape (e.g Mason et al 2006; Bridgstock and Tippett, 2019). This paper discusses the extent to which practically-based higher education learning spaces can be constructed and co-constructed, involving the cooperation and collaboration of different stakeholders: employers, university lecturers and students. The paper will particularly draw on the perspectives from a case study of practically-based higher education in the hospitality sector in England. Drawing on this case study the paper will address the following research questions: (1) How can practically-based learning spaces be constructed and co-constructed within the context of higher education? and (2) What is the role of different stakeholders in this process? The paper argues that the development of a practically-based higher education learning space is much more complex than simply bringing together ‘academic’ and ‘practical’ learning, and involves both institutional affordances, industry engagement and collaboration of key stakeholders

Successes and challenges of employer engagement : the new Diploma qualification

The involvement of business, including the engagement of employers, with the education sector, in particular across the secondary phase, has been a contested area for over 30 years. A recent example of employer engagement is the development of the new Diploma qualifications, introduced as part of the 14–19 education reform in England and supposedly, employer-designed qualifications: knowledge and transferable skills are developed in an applied context. It is argued that employer involvement in Diploma development represented an extreme manifestation of employer engagement. Research data reveal employers’ enthusiasm and commitment to the task and their appreciation of being able to participate in shaping the education landscape in a significant way. At the same time the question is raised whether employers were stretched beyond their capacity. Even though a large number of employers were mobilised, there were clear insufficiencies in the process. Considering the size and spread of employers in England, the number of participating employers was small and so could not be representative. Employers were unfamiliar with the technicalities of qualifications development, and many felt that their initial vision and content suggestions were not incorporated as the qualification developed. Despite employers’ good will, the question is raised about sustainability of existing employer engagement in the current economic climate, let alone its intensification