Within this essay the National Training Intervention Modern Apprenticeships will be closely analysed as well as the implications this has on skills in the UK. Skills can be considered as capabilities and expertise required to carry out an occupation and are often equated with ability to perform a predefined level of competence. The type of skills that will be analysed are; basic, transferable, and vocational. Skills are important to both the Government and employer as there is a link between productivity and economic competitiveness. Human Resource Management is defined as the management of people and although may not seem it but is related to apprenticeships as an apprentice would receive the exact same treatment as an employee, for example, …show more content…
An opinion expressed throughout my research on Apprenticeships. In 2009, a new apprenticeship programme was put in place to overcome the issues involved with apprenticeships. The belief was demand would increase by 2011. However, the Governments ambitions to boost apprenticeships in England and create a higher skilled workforce is being undermined. As apprenticeships often fail to provide sufficient training to develop new skills. (MENA Report ; London (Oct 22, 2015)). This outlook causes a real problem with ongoing development of apprenticeships. A negative opinion can fail to create more opportunities as businesses research in depth how an apprentice will benefit their company and with negative statistics a business will avoid introducing an apprenticeship …show more content…
Vocational skills are gained through a specific industry ie Technological, --- An example of a company that is involved with modern apprenticeships is Prezzo, a restaurant chain which offers a program to level 4 and claims they are committed to ensuring that the program is helping to develop senior managers of the future. Prezzo are currently supporting almost 400 employees through apprenticeships across levels 2 to 4. In the banking industry, Barclays launched the Bolder Apprenticeships in 2015, the first UK employer to open their apprenticeship program to adults over the age of 24 years. Barclays has ongoing support apprenticeships and has committed to recruiting a further 500 apprentices in 2016. MENA Report; London (Jan 19, 2016). Research from an academic journal states that 40 per cent of the workforce should be qualified to level four, which is the equivalent to the first year of higher education by 2020. Therefore, with businesses offering an apprenticeship scheme focusing on a specific trade, it can create loyal employees and train apprentices to be fit to their specific company. Furthermore, "on the job" training was identified as a vital source of skills development and career progression. Lee, Dionne. Higher Education, Skills and Work - Based Learning; Bingley Vol. 2, Iss. 3, (2012): 225-239. The need for higher level skills is in
In “Are Too Many People Going to College?”, Charles Murray brings to his readers attention that not all jobs need a degree he says, “Actually becoming good in those occupations will take longer than four years, but most of the competence is acquired on the job” (242).
Vocational school provides students with career preparation in health care, computer science, education, business, and any number of highly specialized trades. Individuals have the opportunities to gain the knowledge and experience necessary to become electricians, machinists, painters, plumbers. Some programs administer licensing or certification examinations, in such program, allowing students to become eligible for employment immediately after graduation.
(UKTI), increasing to 50,000 by 2014-15. On the surface this seems as if the government is taking action on the current economic crisis Mr Heseltine quotes “to invite criticism is a sign of strength; to accept it is a sign of confidence” which in my own opinion sounds feasible, but is it?? As you can see since 1998 when surprisingly the first mention of any professional qualification was even considered, throughout the policies have been virtually the same, just approached in a different manner and re phrased by each government that has come to power. As with any new government, have to be seen to be making a difference, but in this case as with so many others this report is looking to return to policies that were not successful first time round.
E4Project. (2007): Education for Employment Project. Teaching and Learning in Further and Higher Education. A Handbook by the Education for Employment Project.
Education and skill had caused for certain occupations to become more valued and respected during the nineteenth and twentieth century The importance of skills and education became more valued for occupations. It was mentioned, …the clerical occupations, associated as they are with record taking and efficiency, represent higher skilled services. The advance of civilization is making us, therefore, more dependent on the highly trained, expert, and specialized services” (Ogburn and Tibbitts). We can see that as our civilization became more advanced, our attention was directed towards skilled and trained workers that could accomplish difficult work flawlessly.
Within today’s society many of the jobs today require a much greater element of skill, where as in previous years those who didn’t fare well in education could find an unskilled labour job, these jobs are no longer available, which puts greater pressure on the educational system to ensure these people attain a certain level of qualification in order to seek employment. (REF, needs
Pollard, A., Puvris, J. & Walford, G. 1988. Education Training & the New Vocationalism: Experience and Policy. Open University Press, Milton Keynes.
Analysis of the labor market in the economy reveals a reduction in vacancies while the number of job seekers significantly increases over the past few decades (Dickerson, 2008, p.1). Particularly, the youth employment looks worrying with a serious downward trend with so many of them unemployed. The numbers of free people who are full educated or trained have also decreased. The unemployed in the economy are either inactive or unemployed. The annual changes continue to show a rise in unemployment of young people both for student and others. With lack of government employment as well as training programs, many individuals opt to seek for self-employment (Dickerson, 2008, p.1). Statistic continues to show that there has been an increase of workless people in comparison to the vacancies available. The general picture, therefore, remains that labor market constantly fails to meet the needs of people regarding employment. Although this is the case, there has been some variation across regions with Scotland and Wales in the UK showing decreased performance. There remains a risk that employment will increase in the coming years. The present concern is long-term unemployment, specifically with regards to the youths who are most disadvantaged in the labor market (Dickerson, 2008, p.1).
Sugar (2009), is of the opinion that apprenticeships not only open door for young people who lack the necessary skills to go into higher education, but enables them to gain life skill on-the –job training. He says “being paid to learn can benefit both the employer
In the “War for Talent” where technological change has created a demand for new jobs that require specialised technological knowledge that many workers don’t have; having positions going unfilled is expensive (PNC, 2015). A Career Builder survey found that in the United States having a position unfilled for three months or more costs a company on average around fourteen thousand dollars (PNC, 2015). According to Chamber of Comerce and industry Queensland (n.d.) the primary impediment to business expansion has been a shortage of employees possessing the requisite qualifications and
Employability has been defined as “the capability to gain initial employment, maintain employment and obtain new employment if required” (McQuaid and Lindsay, 2005; Hillage and Pollard, 1998). Although, the concept has been widely defined and generally accepted by researchers, there is still confusion as to how an individual tends to develop employment capacity in particular. Many researches have been conducted to identify the need to acquire and to find ways through which the capacity could be developed. The transition of the students from education to work has to be smooth to be more effective and benefit both the student as well as the general society.
...to the fact the being employed increases college graduation rate and teaches many skills that are not taught with in any level of school. The issue is increased as because many of these teenagers are also not in school. A possible solution to this problem is for companies to offer apprenticeships to promising high school students.
Competency-based education is perceived by some as the answer, by others as the wrong answer, to the improvement of education and training for the complex contemporary world (Harris et al. 1995). Popular in the United States in the 1970s in the performance-based vocational teacher education movement, competency approaches are riding a new wave in the 1990s with the National Vocational Qualifications (NVQs) system in England and Wales (begun in 1986), New Zealand's National Qualifications Framework, the competency standards endorsed by Australia's National Training Board (NTB), and the Secretary's Commission on Achieving Necessary Skills (SCANS) and the National Skills Standards initiative in the United States. Competency standards are propelled by a strong political impetus as the way to prepare the work force for the competitive global economy. At the same time, a growing chorus of critics argues that the approach is conceptually confused, empirically flawed, and inadequate for the needs of a learning society (Chappell 1996; Ecclestone 1997; Hyland 1994). Much of the debate is taking place in Britain and Australia, where there has been more time to examine the impact of the competency approach, and this publication therefore focuses on literature from those countries. However, the issues are relevant to vocational education anywhere. This publication looks at the claims of both sides in an attempt to locate the reality of competency-based education and training (CBET).
Training and development are important factors to the success of any organization. Each employee is a valuable asset that can either add to the success a company or contribute to its failure. Training supports and makes possible the development of new skills and knowledge. Offering training for employees at various levels within an organization assist employees develop the necessary skills and proficiency to be successful in their careers as well as prepare for new responsibilities.
The term employability is used to refer to the ability of an individual to gain employment appropriate to his/her educational standards (Dearing 1997). Employability relates to both unemployed people seeking employment and those in employment seeking better jobs with their current or a different employer (Ronald, Anne & Mike 2005) The past literature reveals three key elements of employability, i.e., i) the ability to gain initial employment, ii) the ability to maintain employment and make transitions between jobs and roles within the same organisation to meet new job requirements and iii) the ability to obtain new employment, if required, by being independent in the labour market and able to manage employment transitions between organisations (Hillage and Pollard,1999). In simple terms, employability is about being capable of getting and keeping fulfilling work. Employability is about much more than just getting one’s first job- it’s about having a positive self image and presenting oneself successfully, both as a new