The role of education, training and skills development in social inclusion: ...

The University of the Heads of the Valley Case study

an article by Dr. Paul Jones, Dr. Christopher Miller, Prof. David Pickernell and Prof. Gary Packham, (University of Glamorgan) published in Education + Training (Volume 53 Issue 7 (2011))

Abstract

Purpose
This paper presents a case study of the Universities Heads of the Valleys Institute (UHOVI) project and its attempt to encourage social inclusion in an area of high social deprivation. UHOVI is a strategic partnership backed by the Welsh Assembly Government and the European Social Fund between the University of Glamorgan and University of Wales, Newport. The purpose of the UHOVI project is to alleviate the long term problems inherent within the Valleys area of Wales which include low levels of professional and managerial jobs, limited qualifications and educational progression and high levels of economic inactivity, sickness and disability.
Design/methodology/approach
The study comprises a detailed case study which profiles the rationale, design and requirements of the project and the proposed outcomes to alleviate these problems. The case study examines the role and benefits that education and training programme can play in meeting this social inclusion agenda, specifically focusing on the following key questions:

• Does vocational education and training support social inclusion?
• The accessibility of vocational education in comparison to other forms of education?

Findings
The paper provides an in-depth case study of the significant UHOVI project and offers conclusions regarding how vocational education and training can be effectively designed and delivered to remove barriers for marginalised groups, support access and progression and enhance social mobility.
Research limitations/implications
The data collected within this study is restricted to the Heads of the Valleys area within Wales which comprises 5 local authorities. These are all areas of high social deprivation and long-term unemployment. Further research is required to investigate whether the findings are generalisable to other such areas.
Practical implications
Practical solutions are offered to Higher Education providers in areas of high social deprivation in terms of course construction.
Originality/value
This study provides an important and original insight into the underpinning design of a large scale social inclusion educational project which will be of interest to policy makers, academia and enterprise support agencies.

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