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1.

The Youth Training Scheme (YTS) owes its existence to the political opportunities created by youth unemployment and it retains unemployment‐relatedas well as training‐related objectives. This paper investigates the tensions between these two sets of objectives. Because YTS attempts to innovatefrom the bottom up, it risks entrapment in a ‘vicious circle’ of low status. Thecurrent YTS strategy assumes that the employment prospects of YTS trainees, and the effective dissemination of YTS and its training philosophy, both depend primarily on the content and quality of YTS training. The paper argues, by contrast, that both depend primarily on the context of YTS‐‐its relation to the structure of educational differentiation and to processes of recruitment and selection in the labour market‐‐and very little on its content. High quality training alone is unlikely to enable YTS to break the vicious circle of low status and achieve its broader training objectives. This is only likely to be achieved either through providing specific skills, credibly certified, in demand in the local labour market, or through giving trainees privileged access to the employmentnet works throughwhich employers recruit, and thereby enhancing the context of YTS.

Part 1 outlines the general argument. Datafrom the Scottish Young Peoples Survey (described in Part 2) are used (in Part 3) to compare YTS with its predecessor, the unemployment‐based Youth Opportunities Programme. The data reveal limited success in escaping from the vicious circle of low status in the first two years of YTS. This conclusion is based on aggregate‐level analyses; Part 4 discusses the internal differentiation of YTS, based primarily on differences in labour‐market context, and outlines a typology of four YTS sectors. The SYPS data provide qualified support for hypotheses associated with the sectors (Part 5). The sectors and the differences in the labour‐market context they denote may influence trainees’ orientations to YTS and should be allowed for in evaluating schemes (Part 6). The prospects for the development of YTS are discussed in Part 7. Of the two means of escaping the vicious circle of low status, described above, the former may be the more realistic option if unemployment falls, the latter if unemployment remains high.  相似文献   

2.
The paper questions the link that policy‐makers assume exists between qualifications and access to employment in the creative and cultural (C&C) sector. It identifies how labour market conditions in the C&C sector undermine this assumption and how the UK’s policy formation process inhibits education and training (E&T) actors from countering these labour market conditions. It demonstrates how non‐government agencies (‘intermediary organizations’) are creating new spaces to assist aspiring entrants to develop the requisite forms of ‘vocational practice’, ‘social capital’ and ‘moebius strip’ (i.e., entrepreneurial) expertise to enter and succeed in the sector. It concludes by identifying a number of: (a) new principles for the governance of E&T at the national level; (b) pedagogic strategies to facilitate ‘horizontal’ transitions into and within the C&C sector; and (c) skill formation issues for all E&T stakeholders to address.  相似文献   

3.
Abstract

Since the late 1970s, the work‐based route in post‐compulsory education and training has been struggling to create a respectable image through being seen as almost totally synonymous with discredited government‐sponsored youth training schemes. Yet, for many young people, who have no desire to remain in full‐time education after the age of 16, the work‐based route offers an attractive means of acquiring further education and qualifications. The introduction of Modern Apprenticeship, with its professed aim of raising the standard of the work‐based route, provides the opportunity to re‐examine how such a route could be reconstructed a decade after the launch of the YouthTraining Scheme (YTS). This paper draws on current research into young people's experiences of the pilot year of Modern Apprenticeship covering 14 occupational sectors. Interviews with ‘apprentices’ will be presented to highlight the ways in which young people conceptualise such issues as the form and structure of their future working lives, the realities of their local labour markets, the disadvantages of full‐time education (including higher education), the liberating potential of workplace learning, and the term ‘apprentice’.  相似文献   

4.
In Stalled Democracy, Eva Bellin argues that in the case of countries like Tunisia—states that enter the process of industrial development relatively late in the capitalist game—state‐sponsored industrialization has unintended consequences. On the one hand, when the authoritarian state encourages private sector capital and labour, it sows the seeds of democratic reform by developing social forces that ultimately achieve enough power to challenge repressive state policies. On the other hand, those who have specifically benefited from state intervention in economic processes are reluctant to challenge that state's authoritarian practices. As a result, ‘Democracy is stunted halfway between autocracy and fully accountable government’. This essay uses Bellin's thesis to examine the problem of undertaking educational reform in a stalled democracy like Tunisia. It explores the uneasy fit between English Studies and a university education geared, according to the Tunisian government, towards ‘job seekers’ and ‘enterprise builders’.  相似文献   

5.
ABSTRACT

The Central and State Training Institutes of India constitute a discrete sector of vocational training for the central and local government personnel of the nation. As part of the Overseas Development Administration's upgrading programme for the institutes, their libraries and their librarians’ training needs were assessed. A prime training need identified was the Introduction of the ‘user education’ concept to the librarians to enable them to undertake a modern, proactive role integrated into the curricula of the institutes. A course of ‘User education design and delivery methods’ was planned and taught to institute librarians in Delhi and Mysore in 1990. A further enhanced course was delivered in Delhi in January 1993. A ‘User education manual for librarians’ is being written for delivery at the final course to be held in India In January 1994.  相似文献   

6.
The identification and dissemination of ‘good practice’ has for years been a central part of the Government's strategy for radical change of the education system. ‘Good practice’, however, is no longer good enough, nor is ‘best practice’. The requirement now for post‐compulsory education and training (from which all our examples are taken) is nothing less than ‘excellent practice for all’. This article critically examines these highly significant shifts in the rhetoric of policy, finds them wanting and argues that we need to face up to the complexities involved in deciding not only what is ‘excellent practice’ but also in working through all the stages which would be needed to transmit it throughout the sector. In particular, recent documents from the Quality Improvement Agency and the Learning and Skills Council on the pursuit of excellence are critically appraised. The views of those practitioners who are part of the authors' project in the Economic and Social Research Council's Teaching and Learning Research Programme are also explained in relation to ‘good practice’. The authors attempt to explain the frenetic activity of politicians and policy makers in this sector, and end by moving from critique to construction by considering what can be rescued from the inherently contestable notion of ‘good practice’, and, in doing so, draw heavily on the work of Robin Alexander.  相似文献   

7.
During the 1980s, individual member state government policy and that of the eu as a whole began to emphasise integration and multiculturalism, often in an attempt to diffuse tensions resulting from continued hardship and unemployment amongst minority communities. Although this signalled a move away from former assimilation approaches, there remains an ambiguity in policies which now advocate highly restrictive border controls on the one hand, and integration for those already ‘in’ on the other. Criticisms levelled at the eu's inability to acknowledge inequalities within migrant communities in the field of vocational training have recently increased, particularly in discussions about post‐1992 harmonisation and the benefit, if any, open borders will have on such communities. Current provision aiming to right these wrongs is primarily emphasising the insertion or re‐insertion of individuals into the labour market. Attempts have been made to link vocational training courses to labour market opportunities. Positive action strategies, positive career routes and job creation also play roles in this process. Funding however, especially from government sources, still tends to favour traditional providers, in spite of recent studies which have found that strategies emanating from the community ('consumer‐led') have a much more positive image amongst participants and tend to be more successful in their outcomes. Ideally, communities would set up their own projects, but failing this they can be empowered to do so by training professionals working in close collaboration with minority groups.  相似文献   

8.
Abstract

The 1988 Government White Paper ’Employment for the 1990s’ proposed the establishment of Training and Enterprise Councils (TECs) throughout England and Wales, to promote and support small businesses and self‐employment, and to plan and deliver training in their local areas. Placing the responsibility for the formulation and delivery of training almost entirely in the hands of local private sector employers, the TEC initiative has proved to be a highly controversial and contested area of policy. Accordingly, it has attracted a sizeable multi‐disciplinary academic literature which variously portray it as either innovative and revolutionary, or a retrograde high‐risk strategy. This paper commences by placing TECs in the long‐term historical context of previous national and local training measures in England and Wales, which is surely essential to any assessment of the extent to which they mark a novel and relevant modem response to contemporary training and labour force requirements, or a mere re‐working of obsolete government policies and responses to high unemployment levels. This is followed by a brief discussion of the emergence, and state encouragement, of an ‘enterprise culture’ in the 1980s. Against this background, the final section of the paper outlines the establishment of TECs, providing examples of their operation, and reviews the body of literature regarding their potential and actual strengths and weaknesses. It is argued that the historical contextualisation of TECs is fundamental to any evaluation of the extent to which they are an appropriate revolution in training and enterprise, or simply a newly packaged continuation of earlier, discredited, training policies and initiatives.  相似文献   

9.
Abstract

The advent of the single European market has generated new demands for training and consultancy, and many further and higher education institutions have been anxious to exploit the commercial opportunities that have been created. In general, however, institutions have been more successful in providing training for the public sector than they have been for the private sector. A survey of FHE reveals the kinds of single‐market training that are on offer, and suggests that the training that is available needs to be more precisely geared to the requirements of business if colleges and universities are to make further inroads into the private sector. It is argued that much training is currently ‘supply led’ rather than ‘demand led’, and that institutions need to recognise important differences between information needs, skills needs and qualifications needs in the design of their single market provision. There are, however, examples of good practice, and institutions’ perceptions of their own needs in improving their European training are also discussed. The article concludes with some practical steps that institutions might consider in order to improve their single‐market training.

‘The training performance of industry and commerce in this country must be raised to meet the greater commitment and higher standards of other European countries.’

The words belong to the then Minister for Further and Higher Education, Robert Jackson, and were spoken in 1990 at the launch of the Department of Education and Science‐funded PICKUP Europe Unit ‐‐ an initiative designed to help further and higher education (FHE) to meet the training needs of industry and business in anticipation of the changes heralded by the single European market (SEM). Helping industry and business to respond to the challenges of the enlarged European market fitted well into the PICKUP scheme, which was intended to encourage FHE institutions to make their expertise and resources available for the purposes of updating and reskilling the labour force. It reflected the Government's desire to build a stronger link between education and wealth creation, and to foster competence‐based, as well as knowledge‐based, aspects of educational provision. The 282 measures associated with completion of the single market have made it increasingly important that workers at all levels are familiar with the new Europe in which they will produce goods and services, but just how effectively are further and higher education institutions facing up to their own challenge, and providing the ‘training for Europe’ that is considered so important in ensuring that British businesses exploit the opportunities of the single market?  相似文献   

10.
ABSTRACT

There is a growing body of research interrogating the discursive construction of ‘rural’ in negative terms – as lacking, in decline or in crisis. This paper contributes to this body of literature by taking as its point of departure skilled trades training in Canada’s most easterly province, Newfoundland and Labrador. To meet the labour demand associated with industrial projects in rural and remote areas, the provincial government has invested in strategies to encourage youth to enrol in certified training programmes in the skilled trades. This paper examines the contradictory and incomplete ways in which individualized labour market subjects are produced through a combination of economic restructuring and government policy initiatives related to training and apprenticeships, and considers what this means for how young people think about and experience the rural. I argue that rural places are largely framed in economic terms, either as in decline and crisis or as industrial sites of resource extraction, and that by discursively linking youth outmigration and skilled labour shortages, the sustainability of rural places and the province is individualized and downloaded onto youth, ignoring the structured inequalities that mediate access to training and employment.  相似文献   

11.
This paper offers a historical perspective on government policies for the rationalisation of higher education (HE) in Ireland through a critical re-appraisal of the initiative for ‘merger’ of Trinity College and University College Dublin. The initiative launched by Donogh O'Malley in 1967 was the first significant attempt by an Irish government to transform the institutional architecture of HE. This study sheds new light on the rationale for merger. A key motivation for the merger was to overcome ‘the problem of Trinity College Dublin’: policy-makers sought to integrate Trinity College, long regarded as a Protestant ‘enclave’ in a predominantly Catholic society, within the Irish HE system. O'Malley's initiative sought to bring Trinity College Dublin (TCD) firmly under the control of the state and transcend traditional religious divisions, by circumventing the ‘ban’ on the attendance of Catholics at TCD imposed by the Catholic bishops. This paper also explores the emergence of proactive, interventionist approaches by Irish ministers and officials to policy formulation and implementation in HE.  相似文献   

12.
This paper develops a new analysis of homework by building on feminist scholarship which documents the invisible labour done by women in support of their children's education. While numerous studies have examined the relationship between homework and achievement, little attention has been paid to the largely gendered and potentially stressful nature of ‘parental involvement’. The analytic focus in this paper is on the complex emotional and pedagogical dimensions of homework and the ways it is shaped by socio-cultural contexts. Videotaped homework interactions between one working-class and two middle-class mothers and their children are examined using Bourdieu's concepts of habitus and capital. The analysis distinguishes between productive pedagogical relationships and those that promote extensive anxiety and are counterproductive to learning. The paper argues that the reserves of cultural and emotional capital required for homework completion are significant and that class position does not necessarily guarantee the ways in which these capitals are mobilised.  相似文献   

13.
The last 20 years has witnessed the spread of corporatism in education on a global scale. In England, this trend is characterised by new structural and cultural approaches to education found in the ‘academies’ programme and the adoption of private sector management styles. The corporate re-imagining of schools has also led to the introduction into the curriculum of particular forms of character education aimed at managing the ‘emotional labour’ of children. This paper argues that character education rests on a fallacy that the development of desirable character traits in children can be engineered by mimicking certain behaviours from the adult world. The weaknesses in the corporate approach to managing ‘emotional labour’ are illustrated with empirical data from two primary schools. An alternative paradigm is presented which locates the ‘emotional labour’ of children within a ‘holding environment’ that places children’s well-being at its core.  相似文献   

14.
This paper examines Canadian federal and cross-provincial higher education policy from 1960 to 1990, a critical time when provisions for vocational and adult training came under the auspices of governmental concern, justified under both an economic rationale and as a way to address persistent forms of inequality. The problematisation of skill during this period had particular gendered implications, as addressing inequality through education subsidies intersected with the perceived training needs of employers and the market. Employing Nancy Fraser's theory of a ‘triple movement’, the following paper ‘takes stock’ of how the three political forces of social movements, marketisation, and social protection have shaped gendered discourses of education and training, the implications for which are of continued relevance to those trying to understand the education and training within the contemporary neo-liberal state.  相似文献   

15.

Current policies aimed at promoting a ‘new vocationalism’ through changes in vocational training in further education are based upon a particular functional model of labour market behaviour, which sees the relationships between technical qualifications, training and recruitment to jobs as unproblematic. In fact, however, this model bears little relationship to the realities of actual labour markets, especially given the enormous diversity which exists between economic conditions in different localities. What this implies, therefore, is that there are considerable tensions between the imperatives of a national training strategy, promoted centrally by the Training Commission (and previously by the Manpower Services Commission), and its local implementation mainly by the local education authorities and their colleges of further education. In many local labour markets, far from promoting closer responsiveness to the needs of employers, current policy initiatives may actually be making it more difficult for the colleges to react to employers' demands. These general arguments are illustrated here by reference to a large‐scale empirical study which was specifically designed to investigate the inter‐relationships between the labour market behaviour of employers and the implementation of the ‘new vocationalism’ in further education.  相似文献   

16.
This article examines the impact of gender and ‘race’ on young people's perceptions of the educational and labour market opportunities available to them after they complete their compulsory schooling in England. Its findings are based on a study of the views of girls and boys about the government‐supported ‘Apprenticeships’ programme, which, because it reflects labour market conditions, is highly gendered and also segregated by ethnicity. The research shows that young people receive very little practical information and guidance about the consequences of pursuing particular occupational pathways, and are not engaged in any formal opportunities to debate gender and ethnic stereotyping as related to the labour market. This is particularly worrying for females, who populate apprenticeships in sectors with lower completion rates and levels of pay, and which create less opportunity for progression. In addition, the research reveals that young people from non‐White backgrounds are more reliant on ‘official’ sources of guidance (as opposed to friends and families) for their labour market knowledge. The article argues that, because good‐quality apprenticeships can provide a strong platform for lifelong learning and career progression, young people need much more detailed information about how to compare a work‐based pathway with full‐time education. At the same time, they also need to understand that apprenticeships (and jobs more generally) in some sectors may result in very limited opportunities for career advancement.  相似文献   

17.
This paper reports on data drawn from an Economic and Social Research Council‐funded project investigating the experiences of UK‐based students training on level‐2 and level‐3 childcare courses. We focus on the concept of emotional labour in relation to learning to care for and educate young children and the ways in which the students’ experiences of emotional labour and the expectations placed upon their behaviour and attitudes are shaped by class and gender. We consider the ways in which students are encouraged to manage their own and the children's emotions and we identify a number of ‘feeling rules’ that demarcate the vocational habitus of care work with young children. We conclude by emphasising the importance of specific contexts of employment in order to understand workers’ emotional labour and argue for more recognition of the intense demands of emotional labour in early childhood education and care work.  相似文献   

18.
Abstract

The modern careers service has its origins in the post‐war world of full employment. Unlike its inter‐war counterpart, which concentrated on finding jobs for young people, the post‐war service has been preoccupied with giving them vocational guidance. With a professional rationale resting on an assumption of genuine occupational choice for young people, high unemployment could have generated serious professional challenges to those occupationally socialised during a period of full employment Yet most of the careers officers interviewed in a Midlands conurbation maintained that though their day‐to‐day work had changed and become more difficult, their professional role, far from being diminished, had been unchanged or even extended by high unemployment. It would seem that they, like their clients, had been ‘rescued’ from unemployment by YTS. 1 1. The Youth Training Scheme (YTS) was introduced in 1983 as a replacement for the Youth Opportunities Programme. One key element in the new scheme was that on‐the‐job training had to be complemented by the equivalent of 13 weeks off‐the‐job training. Initially, schemes lasted for one year. However, in 1985 it was announced that in future they were to be two years in duration. In 1990, YTS gave way to Youth Training (YT). Under YT, only those training providers who offered courses leading to at least National Vocational Qualification Level II or its equivalent would be able to run schemes. The newly created TECs were to be responsible for ensuring the quality of the training.

  相似文献   

19.
Abstract

This edited version of a longer paper by Leon Henkens supplements the article ‘Teacher Training in the Netherlands’ also published in this issue of EMI. The author looks in particular at the second cluster of measures to be implemented under the Dutch Government's ‘Informatics Stimulation Plan’ (INSP) which identify the target groups for training in IT. Attention is focused on children currently at school and unemployed school leavers. The account given reflects some of the initiatives jointly undertaken by the governmental authorities and the private sector in the execution of the objectives of the INSP.  相似文献   

20.
Background:?The labour market for classroom teachers in England is a mixture of free-market capitalism and state workforce planning, interlaced with ideological and political interventions such as the introduction of new routes into teaching and the capping of class size.

Purpose:?The article examines the relationship between the teacher labour market and the economy in order to predict how it will be affected by government's attempt to manage the current economic crisis.

Sources of evidence:?In doing this, it draws upon a data set which tracks teacher supply and demand in England over the last 20 years.

Main argument:?The lack of articulation between workforce planning and the free market in teacher labour is traced across the two economic cycles from the upswing of the late 1980s through the recession of the early 1990s and the recovery of the late 1990s through the so-called ‘goldilocks’ period up to 2008 when the recession, generated by the banking crisis, engulfed the western world. The variations in the market are analysed along with factors impacting on the fluctuations of the teacher labour market

Conclusions:?The article concludes that there has been a lack of articulation between workforce planning and the free market in teacher labour, often exacerbated by the unintended consequences of political decisions. It predicts how this will impact on the workforce as government strategies attempt to reduce the financial deficit and encourage the private sector to stimulate the economy.  相似文献   

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