an article by Ann Hodgson, Ken Spours, David Smith and Julia Jeanes (UCL Institute of Education, London, UK) published in Journal of Education and Work Volume 32 Issue 1 (2019)
Abstract
Education providers and employers working together to prepare young people and adults for employment is internationally accepted as a key factor in effective technical and vocational education.
In the English context, however, we argue that two related orthodoxies have prevailed – ‘employer engagement’ and ‘skills supply’ – in which education providers have striven to gain employer involvement in their programmes and meet their skills needs. The effectiveness of these twin orthodoxies has been limited by the ‘New Low Skills Equilibrium’ (NLSE) involving a symbiosis of weaknesses on both the education and employer sides.
The article draws on findings of a two-year research and development programme in East London which explored the process of education-employer partnership working to support inclusive growth in key economic sectors.
The research suggested that this aim was best supported by processes of ‘co-production’ that actively involved both partners in attempting to address features of the NLSE. The research also pointed to constraining factors.
The article concludes by identifying the conditions required for the realisation of co-production approaches that include the development of new collaborative structures – High Progression and Skills Networks (HPSNs) – involving a wide range of social partners at the local and regional levels.
Hazel&rsquo's comment:
Reading this I experienced a déja vue moment and was transported back 30 years. Training and Enterprise Councils, working to bring together skill needs with the training to meet those needs.
Plus ça change etc.
Showing posts with label employer_engagement. Show all posts
Showing posts with label employer_engagement. Show all posts
Thursday, 23 May 2019
Monday, 8 April 2019
Local employer engagement or distant elites? Local enterprise partnerships and employment and skills in England
an article by Patrick McGurk (Queen Mary University of London, UK) and Richard Meredith (University of Greenwich Business School, London, UK) Journal of Education and Work Volume 31 Issue 7-8 (2018)
Abstract
This paper investigates the responsibilities and membership of Local Enterprise Partnerships (LEPs) in England in the light of devolution of employment and skills responsibilities.
Through the theoretical lens of ‘hollowing out’ and a direct comparison with the late-Thatcherite Training and Enterprise Councils (TECs) of the 1990s, the paper argues that LEPs represent a fresh, market-driven attempt by the government to alter the institutional framework for meeting local labour market needs through ‘local business leadership’.
However, through a synthesis of publicly available data across all LEPs, the paper shows that while LEPs assume important strategic and practical roles, their structure, resourcing and sectoral affiliations are poorly aligned for the engagement of local employers.
Rather, it is argued, LEPs may be characterised as distant business elites, with only weak connections to local employment and skills priorities. Conclusions are drawn about the implications of distant and elite LEPs boards for future employment and skills policy.
Abstract
This paper investigates the responsibilities and membership of Local Enterprise Partnerships (LEPs) in England in the light of devolution of employment and skills responsibilities.
Through the theoretical lens of ‘hollowing out’ and a direct comparison with the late-Thatcherite Training and Enterprise Councils (TECs) of the 1990s, the paper argues that LEPs represent a fresh, market-driven attempt by the government to alter the institutional framework for meeting local labour market needs through ‘local business leadership’.
However, through a synthesis of publicly available data across all LEPs, the paper shows that while LEPs assume important strategic and practical roles, their structure, resourcing and sectoral affiliations are poorly aligned for the engagement of local employers.
Rather, it is argued, LEPs may be characterised as distant business elites, with only weak connections to local employment and skills priorities. Conclusions are drawn about the implications of distant and elite LEPs boards for future employment and skills policy.
Tuesday, 10 October 2017
Career education that works: an economic analysis using the British Cohort Study
an article by Elnaz T. Kashefpakdel (University of Bath, UK) and Christian Percy (Independent Researcher, London, UK)
published in
Journal of Education and Work
Volume 30 Issue 3 (2017)
Abstract
There is significant policy interest in the issue of young people’s fractured transitions into the labour market. Many scholars and policy-makers believe that changes in the education system and labour market over recent decades have created a complex world for young people; and that this can partly be addressed by enhanced career education while individuals are at school.
However, the literature lacks in-depth quantitative analysis making use of longitudinal data.
This paper draws on the British Cohort Study 1970 to investigate the link between career talks by external speakers and employment outcomes, and finds some evidence that young people who participated in more career talks at age 14–16 enjoyed a wage premium 10 years later at age 26. The correlation is statistically significant on average across all students who receive talks at age 14–15; but remains the case for 15–16 year olds only if they also described the talks as very helpful.
Abstract
There is significant policy interest in the issue of young people’s fractured transitions into the labour market. Many scholars and policy-makers believe that changes in the education system and labour market over recent decades have created a complex world for young people; and that this can partly be addressed by enhanced career education while individuals are at school.
However, the literature lacks in-depth quantitative analysis making use of longitudinal data.
This paper draws on the British Cohort Study 1970 to investigate the link between career talks by external speakers and employment outcomes, and finds some evidence that young people who participated in more career talks at age 14–16 enjoyed a wage premium 10 years later at age 26. The correlation is statistically significant on average across all students who receive talks at age 14–15; but remains the case for 15–16 year olds only if they also described the talks as very helpful.
Thursday, 1 August 2013
Engaging employers with the 14-19 Diplomas: the employer perspective
an article by Gill Haynes (University of Exeter, UK) and Pauline Wade and Sarah Lynch (National Foundation for Educational Research, Slough, UK) published in Journal of Education and Work Volume 26 Number 2 (April 2013)
Abstract
While many studies of work-related learning (WRL) in the English 14-19 curriculum have examined the impact on young people of WRL programmes and initiatives, this article explores why employers become involved with WRL, the mechanisms by which engagement takes place and the opportunities and challenges faced by employers and by those who seek to engage them.
Drawing on data from surveys of teachers and interviews with employers in 15 Diploma consortia across England, undertaken as part of the national evaluation of the 14-19 Diplomas, we consider the factors which are influential in the foundation and sustainment of employer involvement with WRL in schools and colleges. Although previous studies have considered employer engagement at the level of policy making, there have been fewer empirical studies of employers' perceptions and experiences of engagement at the level of curriculum delivery.
Our findings indicate that employers who had become involved in providing WRL for Diplomas could identify a range of benefits to their organisations.
We argue that use can be made of both policy levers and drivers to engage employers but these need to be differentiated to acknowledge that employers do not form a homogeneous group.
Abstract
While many studies of work-related learning (WRL) in the English 14-19 curriculum have examined the impact on young people of WRL programmes and initiatives, this article explores why employers become involved with WRL, the mechanisms by which engagement takes place and the opportunities and challenges faced by employers and by those who seek to engage them.
Drawing on data from surveys of teachers and interviews with employers in 15 Diploma consortia across England, undertaken as part of the national evaluation of the 14-19 Diplomas, we consider the factors which are influential in the foundation and sustainment of employer involvement with WRL in schools and colleges. Although previous studies have considered employer engagement at the level of policy making, there have been fewer empirical studies of employers' perceptions and experiences of engagement at the level of curriculum delivery.
Our findings indicate that employers who had become involved in providing WRL for Diplomas could identify a range of benefits to their organisations.
We argue that use can be made of both policy levers and drivers to engage employers but these need to be differentiated to acknowledge that employers do not form a homogeneous group.
Thursday, 23 May 2013
Creating a model for work-based learning in a post industrial region
an article by Kelly Edwards (University of Wales Newport, UK), Kirsten Merrill-Glover, (University of Wales Newport, UK) and Robert Payne and Danny Saunders (University of Glamorgan, Pontypridd, UK) published in Higher Education, Skills and Work-based Learning Volume 3 Issue 2 (2013)
Abstract
Purpose
The aim of this paper is to describe a successful strategy for a HE partnership engaging with businesses in a socially deprived area.
Design/methodology/approach
The approach to this project and report is one of a case study, the paper tells a whole story from inception to delivery and reports on the lessons learned in delivering in a socially deprived region. Success for the project has been based on partners’ existing frameworks allowing accredited outcomes at CQFW levels 4 and 5 which provides a curriculum offer tailored to sector priorities and provides progression opportunities within the broader HE framework.
Findings
The project has demonstrated the point that employer responsiveness is fundamental to success. To build upon the experiences of the project team, a work-based learning project forum has been set up between similar projects within both institutions, to disseminate information and minimise the duplication of employer engagement activities. Based on previous experience, there is little direct mailing to companies as this has activity has not provided value for money in terms of student recruitment and awareness raising. The work of the Employer Engagement Training Officers in identifying demand for learning amongst employers and employees in the region has been critical in developing appropriate provision which employees will choose to engage with. Changes have been made in the philosophy of recruiting tutors to ensure the most experienced staff are engaged. The planning of delivery takes place even earlier to combat associated delays in validation, procurement and marketing.
Originality/value
Distinctive features of the project are twofold. First, the majority of learning takes place through active and reflective engagement within places of work. Second, cognisant of both the geography and economic demography of the region, employers and employees take advantage of work-based learning opportunities in cluster groups and hence the curriculum offer reaches out across both sectors and workforce subgroups.
Abstract
Purpose
The aim of this paper is to describe a successful strategy for a HE partnership engaging with businesses in a socially deprived area.
Design/methodology/approach
The approach to this project and report is one of a case study, the paper tells a whole story from inception to delivery and reports on the lessons learned in delivering in a socially deprived region. Success for the project has been based on partners’ existing frameworks allowing accredited outcomes at CQFW levels 4 and 5 which provides a curriculum offer tailored to sector priorities and provides progression opportunities within the broader HE framework.
Findings
The project has demonstrated the point that employer responsiveness is fundamental to success. To build upon the experiences of the project team, a work-based learning project forum has been set up between similar projects within both institutions, to disseminate information and minimise the duplication of employer engagement activities. Based on previous experience, there is little direct mailing to companies as this has activity has not provided value for money in terms of student recruitment and awareness raising. The work of the Employer Engagement Training Officers in identifying demand for learning amongst employers and employees in the region has been critical in developing appropriate provision which employees will choose to engage with. Changes have been made in the philosophy of recruiting tutors to ensure the most experienced staff are engaged. The planning of delivery takes place even earlier to combat associated delays in validation, procurement and marketing.
Originality/value
Distinctive features of the project are twofold. First, the majority of learning takes place through active and reflective engagement within places of work. Second, cognisant of both the geography and economic demography of the region, employers and employees take advantage of work-based learning opportunities in cluster groups and hence the curriculum offer reaches out across both sectors and workforce subgroups.
Thursday, 13 September 2012
Employer Engagement in English Independent Schools
a paper by Prue Huddleston (University of Warwick) and Anthony Mann and James Dawkins (Education and Employers Taskforce) published by Education and Employers Taskforce, July 2012
Summary
This review of the engagement of English independent schools (and high performing independent schools in particular) with employers to support the learning and progression of pupils was undertaken by the Education and Employers Taskforce and Warwick University.
The project asks:
Employer engagement in independent schools (work experience, careers advice from employers, enterprise activities, business mentoring, visiting speakers, workplace visits) is commonplace, although some activities are more prolific than others, and undertaken to an extent largely comparable with the state sector.
High performing independent schools primarily and consistently engage employers to:
High performing independent schools are skilful in exploiting existing social networks to identify relevant workplace opportunities for pupils. To access employers, high performing independent schools make extensive use of networks of alumni, parents, governors and teachers. Pupils commonly approach employers directly themselves. Intermediary, or brokerage, organisations are rarely used.
A distinct advantage of such approaches is that many people in the social networks linked to schools work in occupational areas (notably, the professions) highly relevant to the career aspirations of pupils. Among the most effective practice identified was the systematic use of alumni aged in their late twenties to provide pupils with insights (through careers fairs or talks) into their transitions from education to early employment within a profession.
In all schools visited, there was an expectation that all pupils would take part in the majority of employer engagement activities (work experience, workplace visits, careers events), even though such activities might take place outside the timetabled teaching time. A minority of activities (enterprise competitions, visiting speakers) were seen as optional for pupils but were very popular with them. Staff did not see the majority of required employer engagement activities as extracurricular events. They saw the activities as part of a broadly defined curriculum which prepared pupils effectively for adult life. However, little evidence was found of links to the taught curriculum.
Reflecting much higher progression rates to higher education the delivery of work experience was found to be distinctive in comparison to the state sector. Pupils at independent schools would typically undertake work experience at an older age (16-17), in occupational areas closely tied to career aspirations and relevant to preferred university subjects of study. The experiences are used effectively to provide pupils with information for UCAS personal statements and often took place during vacation periods, in part to reduce the perceived health and safety obligations falling on the school.
In the most effective practice observed, employer engagement was embedded in careers advice and guidance provided by the school and was used effectively to help pupils clarify, confirm and support their progression towards career aspirations.
The relative impacts of employer engagement
Data from a February 2011 survey of young British adults, aged 19-24, segmented by school type attended asked respondents to reflect on the utility of work experience, careers advice (from employers), enterprise competitions and business mentoring in deciding on a career, getting a job after education and getting into university. The survey finds that in a number of important areas, the former pupils of independent schools felt that they had, for whatever reason, derived a significantly greater value from the activities which they took part in when compared to their state school-educated peers (and especially those attending non-selective state schools).
Summary
This review of the engagement of English independent schools (and high performing independent schools in particular) with employers to support the learning and progression of pupils was undertaken by the Education and Employers Taskforce and Warwick University.
The project asks:
- To what extent do independent schools engage with employers?
- Why do they do it?
- How do they go about it?
- Desk research to identify the extent of employer engagement in 20 high performing independent schools.
- In-depth face-to-face interviews with a total of 15 staff in six of the schools (lasting on average half a day).
- Analysis of data from a survey of 987 young adults (aged 19-24) which provided evidence on the extent to which employer engagement practices identified in high performing independent schools are typical of the sector. In addition, a comparison of the impact of activity on pupils in both state and independent schools was undertaken.
Employer engagement in independent schools (work experience, careers advice from employers, enterprise activities, business mentoring, visiting speakers, workplace visits) is commonplace, although some activities are more prolific than others, and undertaken to an extent largely comparable with the state sector.
High performing independent schools primarily and consistently engage employers to:
- Help pupils decide on and achieve their career goals
- Support pupil admission to university courses of choice
- Help pupils develop social or personal skills, including employability skills
- Help pupils develop networks of value after leaving school
- Stimulate a culture of expectation and aspiration
- But not typically to increase pupil motivation or aid classroom learning
High performing independent schools are skilful in exploiting existing social networks to identify relevant workplace opportunities for pupils. To access employers, high performing independent schools make extensive use of networks of alumni, parents, governors and teachers. Pupils commonly approach employers directly themselves. Intermediary, or brokerage, organisations are rarely used.
A distinct advantage of such approaches is that many people in the social networks linked to schools work in occupational areas (notably, the professions) highly relevant to the career aspirations of pupils. Among the most effective practice identified was the systematic use of alumni aged in their late twenties to provide pupils with insights (through careers fairs or talks) into their transitions from education to early employment within a profession.
In all schools visited, there was an expectation that all pupils would take part in the majority of employer engagement activities (work experience, workplace visits, careers events), even though such activities might take place outside the timetabled teaching time. A minority of activities (enterprise competitions, visiting speakers) were seen as optional for pupils but were very popular with them. Staff did not see the majority of required employer engagement activities as extracurricular events. They saw the activities as part of a broadly defined curriculum which prepared pupils effectively for adult life. However, little evidence was found of links to the taught curriculum.
Reflecting much higher progression rates to higher education the delivery of work experience was found to be distinctive in comparison to the state sector. Pupils at independent schools would typically undertake work experience at an older age (16-17), in occupational areas closely tied to career aspirations and relevant to preferred university subjects of study. The experiences are used effectively to provide pupils with information for UCAS personal statements and often took place during vacation periods, in part to reduce the perceived health and safety obligations falling on the school.
In the most effective practice observed, employer engagement was embedded in careers advice and guidance provided by the school and was used effectively to help pupils clarify, confirm and support their progression towards career aspirations.
The relative impacts of employer engagement
Data from a February 2011 survey of young British adults, aged 19-24, segmented by school type attended asked respondents to reflect on the utility of work experience, careers advice (from employers), enterprise competitions and business mentoring in deciding on a career, getting a job after education and getting into university. The survey finds that in a number of important areas, the former pupils of independent schools felt that they had, for whatever reason, derived a significantly greater value from the activities which they took part in when compared to their state school-educated peers (and especially those attending non-selective state schools).
Tuesday, 20 December 2011
Coping with Complexity and Instability in the UK Vocational Training System
an article by Gábor Halász (ELTE University Budapest) published in European Journal of Education Volume 46 Issue 4 (December 2011)
Abstract
Vocational training systems that take the needs of the world of work seriously and maintain strong and dynamic connections with it are faced with growing complexity and instability. Some countries try to cope with this through creating new mediation mechanisms between the systems of training and work that allow higher level complexity while maintaining appropriate social control over the linkages between these systems.
The training policy of the United Kingdom offers an interesting example for this.
The key message of this article is that increasing complexity and high level instability may seriously impede the engagement of employers for training and human resource development but reducing it have to be made in a cautious way, so that it does not harm the achievement of the strategic goals of making training more demand-led, making it more responsive to the changing skills needs of companies and letting employers have a decisive role in determining the content of training and the way it is delivered. The skills policy of the United Kingdom is used as an example to illustrate the growing social complexity that characterise modern social systems, including vocational training, and one specific way of devising public policies based on new innovative forms of steering and regulating that enhance coping with complexity and instability.
Abstract
Vocational training systems that take the needs of the world of work seriously and maintain strong and dynamic connections with it are faced with growing complexity and instability. Some countries try to cope with this through creating new mediation mechanisms between the systems of training and work that allow higher level complexity while maintaining appropriate social control over the linkages between these systems.
The training policy of the United Kingdom offers an interesting example for this.
The key message of this article is that increasing complexity and high level instability may seriously impede the engagement of employers for training and human resource development but reducing it have to be made in a cautious way, so that it does not harm the achievement of the strategic goals of making training more demand-led, making it more responsive to the changing skills needs of companies and letting employers have a decisive role in determining the content of training and the way it is delivered. The skills policy of the United Kingdom is used as an example to illustrate the growing social complexity that characterise modern social systems, including vocational training, and one specific way of devising public policies based on new innovative forms of steering and regulating that enhance coping with complexity and instability.
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