Where do young people work?

The current policy intention, that all young people remain in some form of accredited education or training to the age of 18 by 2015, poses significant challenges. The jobs without training (JWT) group includes young people who are in full-time work and not in receipt of training leading to National Vocational Qualification level 2 (or above); knowing more about them and meeting their needs will be crucial for the delivery of the Raising of the Participation Age agenda. This paper presents findings from a study of the JWT group, from the perspective of employers, which formed part of wider research including policymakers, young people and their parents. It concludes that the label JWT fails to describe the heterogeneity of this group and the needs of those who employ them. If routes into the labour market remain open to 16- and 17-year-olds, attention must be given to supporting young people's transitions through a more active role in job placement and securing greater support for formalised training

Les relations entre travail et curriculum en Angleterre et au Pays de Galles : reconstruction ou démolition?

Cet article analyse la relation entre le travail et le curriculum en Grande-Bretagne. La première partie porte sur les changements de la structure de l'emploi et ceux de la nature du travail; elle met l'accent sur leurs effets sur la demande de compétences professionnelles et de diplômes. La deuxième partie traite, plus en détail, les politiques gouvernementales concernant la formation professionnelle. La troisième partie est consacrée à l'analyse de plusieurs changements majeurs du curriculum dans le contexte de la réforme institutionnelle du système d'éducation. Finalement, les autrices se demandent si les concepts d'efficacité du curriculum hérités du XIXe siècle et de restriction des savoirs à transmettre aux besoins d'apprendre ne pourraient pas être utilisés pour caractériser, de façon appropriée, ces évolutions.This paper presents an analysis of the relations between work and curriculum in Great Britain. Firstly, the authors examine the changes in the structure and the nature of work, specifically with respect to the requirements for professional competence and diplomas. Secondly, government policies regarding professional training are presented in more detail. The third section presents an analysis of several major changes made to the curriculum in the process of educational system reform. Finally, the authors question whether these evolutions can be none appropriately characterized using the concepts of efficiency taken from 19th century curriculum and that of restricting which knowledge to transmit to learners.Este articulo analiza la relacion entre trabajo y curriculum en Gran Bretana. La primera parte trata sobre los cambios en la estructura del empleo y en la naturaleza del trabajo; se pone énfasis en los efectos de estos cambios sobre la demanda de competencias profesionales y de diplomas. La segunda parte discute, mas en detalle, las politicas gubernamentales en materia de formacion profesional. La tercera parte se dedica al analisis de varios cambios mayores de curriculum en el contexto de la reforma institucional del sistema educativo. Finalmente, los autores se preguntan si los conceptos de eficiencia curricular heredados del siglo XIX, y de restriccion de conocimientos a transmitir basandose en necesidades del aprendizaje, podrian ser utilizados para caracterizar de manera apropiada estas evoluciones.Dieser Artikel befafêt sich mit dem Zusammenhang zwischen Arbeit und Lehrgang in Grofibritannien. Der erste Teil behandelt die Verànderungen der Strukturen der Arbeitsplâtze und die der Natur der Arbeit; dabei werden ihre Wirkungen auf die Frage nach fachlichen Kompetenzen und Diplomen hervorgehoben. Im zweiten Teil wird die Politik der Regierung hinsichtlich des Fachschul un terri chts anaysiert. Der dritte Teil ist den Hauptverânderungen des Lehrgangs im Kontext der institutionellen Reform des Erziehungswesens gewidmet. Schliefilich meinen die Autoren, dièse Entwicklungen kônnten eventuell mit denselben Begriffen charakterisiert werden wie die auf das 19. Jahrhundert zuriickgehende Auffassung von der Wirksamkeit des Lehrgangs und der Einschrànkung der gelehrten Kenntnisse auf die erwiinschten

‘Employers at the heart of the system’ : whose system is it anyway?

Education and skills policy since the 1970s have exhorted employers to put themselves at the ‘heart of the system’, to engage voluntarily with colleges and other providers, in a range of roles and activities, some of which may be beyond their competence and experience. However, employers do have an important role to play, but that role should be clearly defined and directed towards those areas where their expertise and experience can be optimally deployed. To function effectively, a system requires partnership between a range of actors – learners, providers, local communities, businesses and voluntary organisations. Contributions and expectations, all of which are important, require coordination and management. It is argued that colleges are well placed to act as ‘anchor institutions’ for bringing together local partners. This article provides a practical example of how one large general further education college fulfils this role

'Uncertain destinies' student recruitment and retention on GNVQ intermediate programmes: SKOPE Research Paper No. 37, Winter 2002

This paper discusses the rationale for conducting research into the issue of learning to write in the workplace. The paper argues that although managers in a wide range of workplaces acknowledge the important role that writing plays in their activities, there is little evidence of systematic support in helping new workers to learn how to write in ways that are appropriate to the needs and requirements of specific organisations. It is argued that we need to learn more about the kind of higher level literacy knowledge that might enable people to transfer and adapt foundation literacy knowledge to new settings, and also about the role of formal education in initiating such higher level knowledge

'Uncertain destinies' student recruitment and retention on GNVQ intermediate programmes

This paper discusses the rationale for conducting research into the issue of learning to write in the workplace. The paper argues that although managers in a wide range of workplaces acknowledge the important role that writing plays in their activities, there is little evidence of systematic support in helping new workers to learn how to write in ways that are appropriate to the needs and requirements of specific organisations. It is argued that we need to learn more about the kind of higher level literacy knowledge that might enable people to transfer and adapt foundation literacy knowledge to new settings, and also about the role of formal education in initiating such higher level knowledge

Are you being served? Skills gaps and training needs within the retail sector

Employment in the Retail and Wholesale Distribution sector was estimated as 4.7 million in 2002, representing 17 per cent of UK employment. The sector is seen as a major source of new employment opportunities over the next decade. At the same time the sector is reporting serious skills shortages, particularly customer handling and communication skills. These general concerns fail to reveal the diversity and complexity of the sector, which comprises both major high street retailers and small corner shops. Whilst bemoaning the lack of suitably skilled recruits, the retail sector is also one of the largest employers of part-time student labour. Skillsmart, the newly established Retail Sector Skills Council, has set out an ambitious programme of reform for the sector’s training and development needs. The challenge should not be underestimated since the scale and diversity of the skill requirements is substantial, forming a continuum from basic skills to high-level management skills. This paper will attempt to identify the nature of the skills shortages across the sector; explore the ways in which retailers are attempting to redress these shortages, particularly through the use of part-time student labour; and asses the extent to which current training provision is likely to meet the needs of the sector over the next decade

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

Tell it like it is : education and employer engagement, freelance and self-employment

Calls for employer engagement within education are nothing new; the clarion call has gone out for over a century fuelled by complaints from employers concerning the lack of preparedness of young people for entering the labour market. This chapter argues that the creative and cultural sector is a rich source of evidence and expertise, often providing role models to which young people can relate, and reflecting the realities of much of the modern labour market. It makes a significant contribution to the UK economy. The chapter draws on data from a group of workers predominantly located within the music, performing and visual arts sub-sector of the creative industries to examine the range of skills developed. In contrast to the organisation of the school curriculum, particularly since the introduction of the post-2010 curriculum reforms, those working in the creative and cultural sector are required to work across boundaries, not in subject silos

Are you being served? Skills gaps and training needs within the retail sector: SKOPE Research Paper No. 53, October 2004

Employment in the Retail and Wholesale Distribution sector was estimated as 4.7 million in 2002, representing 17 per cent of UK employment. The sector is seen as a major source of new employment opportunities over the next decade. At the same time the sector is reporting serious skills shortages, particularly customer handling and communication skills. These general concerns fail to reveal the diversity and complexity of the sector, which comprises both major high street retailers and small corner shops. Whilst bemoaning the lack of suitably skilled recruits, the retail sector is also one of the largest employers of part-time student labour. Skillsmart, the newly established Retail Sector Skills Council, has set out an ambitious programme of reform for the sector’s training and development needs. The challenge should not be underestimated since the scale and diversity of the skill requirements is substantial, forming a continuum from basic skills to high-level management skills. This paper will attempt to identify the nature of the skills shortages across the sector; explore the ways in which retailers are attempting to redress these shortages, particularly through the use of part-time student labour; and asses the extent to which current training provision is likely to meet the needs of the sector over the next decade