Reclaiming the disengaged: reform of New Zealand’s vocational education and training and social welfare systems

an article by Rob Strathdee (Victoria University of Wellington, New Zealand) published in Research in Post-Compulsory Education Volume 18 Issue 1-2 (2013)

Abstract

This paper uses Habermas’ theory of the state and his idea of legitimation crisis to critically evaluate recent reforms in New Zealand designed to engage young people (16–24 years of age) in paid employment and/or education and training.

The paper identifies three broad strategies adopted by the state to reclaim the disengaged and hence, resolve the crisis of legitimation.

These are motivational, punishing and bridging.

Motivational strategies are designed to reclaim the disengaged by encouraging young people to adopt dispositions favourable to economic conditions of the time. If successful, young people will work hard to build their human capital in ways conducive to the needs of the economy.

Punishing (or work-first) strategies are designed to reduce welfare dependence by making benefits harder to gain in the first instance and reducing entitlement where beneficiaries do not undertake mandated activities (such as looking for work).

Finally, bridging strategies attempt to create links between job-seekers and recruiting employers.

The paper argues that while these strategies will deliver short-term gains (for the state), the fact that they tighten the connection between the current labour market and education, means that over the longer term, crisis tendencies will remain.

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The role of university careers services in the skills supply chain

Jane Artess (director of research, Higher Education Careers Services Unit) via Education news, comment and analysis | guardian.co.uk

Changing expectations and the work experience and internship landscape for students and graduates

The recent review of business-university collaboration led by Prof Tim Wilson recommends that every full-time undergraduate student should have the opportunity to experience a structured, university-approved, undergraduate internship during their study. Furthermore, university careers services and their local enterprise partnership (LEP) should collaborate to establish a “skills supply chain” between universities and local businesses, integrating placements, internships and employment services. Many university career services are already engaged in this work; it is the apparent unevenness of the provision across the higher education landscape that has prompted the recommendations.

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Traditional occupations in a modern world: …

implications for career guidance and livelihood planning

an article by Anita Ratnam published in International Journal for Educational and Vocational Guidance Volume 11 Number 2 (July 2011)

Abstract

This article is an attempt to examine the place and significance of traditional occupations as careers in today’s world. The areas of tension and compatibility between ideas and values that signify modernity and the practice of traditional occupations are reviewed. The meaning of “traditional occupations” is unravelled, the potential that traditional occupations in agriculture and crafts offer for building inclusive and sustainable societies is explored, and attention is drawn to the implications of such potential for career guidance practice.

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