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MIDDLESEX UNIVERSITY LONDON | DUBAI | MAURITIUS

Employer strategies and connections between employers and VET from a UK perspective Professor Carol Costley. MIDDLESEX UNIVERSITY LONDON | DUBAI | MAURITIUS. Education should reflect society. Skills gaps Narrow interpretations of societal needs Competencies and thinking skills

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MIDDLESEX UNIVERSITY LONDON | DUBAI | MAURITIUS

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  1. Employer strategies and connections between employers and VET from a UK perspectiveProfessor Carol Costley MIDDLESEX UNIVERSITY LONDON | DUBAI | MAURITIUS

  2. Education should reflect society • Skills gaps • Narrow interpretations of societal needs • Competencies and thinking skills • Meeting national economic imperatives and meeting the needs of communities

  3. National Vocational Qualifications • Range from levels 1-5 (Level 5 equivalent to the second year of a Bachelors degree). • Based on national standards for various occupations. • Functional, competence based, measuring tangible outcomes, often ‘on the job’.

  4. Sector Skills Councils (SSCs) SSCs are state-sponsored, employer-led organisations covering specific economic sectors in Britain. Key goals: to reduce skills gaps and shortages to improve productivity to boost the skills of their sector workforces to improve learning supply including apprenticeships, and higher education.

  5. National occupation standards (NOS) • SSCs achieve these aims by contributing to the development of NOS. • the UK Commission for Employment and Skills supports 25 Sector Skills Councils (SSCs) which cover 85 per cent of the British workforce. • Functions and tasks needed for each occupational area are delineated with performance indicators for each level.

  6. Leitch Report, 2006 • A more service-led and high value-added economy • Adult skills including 14-19 exceeding 90 per cent of qualifications to Level 2; an increase from 69% in 2005 • Exceeding 40 per cent of adults qualified to Level 4 and above; up from 29 per cent in 2005 • Shared responsibility. Employers, individuals and the Government must increase action and investment • build on existing structures

  7. Post- Leitch • The change in the economic climate meant priorities changed and it was not possible to pursue all parts of Leitch. • More problematic is the complexity of skills delivery mechanisms and the failure to communicate urgency of need to employers and individuals. • There is no evidence that either will take up the full role in partnership envisaged by Leitch. • The economic climate makes it more imperative to raise skills levels. • As the UK comes out of recession, people will be needed who can ‘pick up’ the new range of jobs which emerge at that time. An emphasis within skills policy on reskilling is therefore vital. • We are still supplying skills and expecting businesses to utilise them, rather than following a demand led approach.

  8. Apprenticeships Access to Apprenticeships will provide employment for young people aged 16-24 The National Apprenticeship Service works closely with colleges and training providers across the country, Support is available for eligible employers to offer young people employment through the Apprenticeship programme by providing wage grants In 2010 8 Higher Apprenticeships were developed with additional Apprenticeship frameworks being developed in several occupational areas creating career pathways right through to higher level roles and on-going opportunities to maximise the benefits of a highly skilled workforce. With progression to post-graduate study and the attainment of professional qualifications to more sectors of the economy.

  9. Higher Education • The role of HE in its relationship with employers has been a point of weakness - attitudes of employers - raising awareness of HE opportunities. • There are increased numbers of students going to university and acquiring level 4 skills • Industry co-funding of 50% has not been forthcoming in the quantity required to meet annual targets of 20,000 places; • The current economic downturn makes this level of employer • Investment hard to attain. • There is a labour market demand for STEM higher level skills.

  10. Work Based Learning Universities work with employers and other stakeholders to reflect the needs of industry and communities in university credits and awards. Research shows that a mixture of accreditation (as in APEL) and flexible award structures based on shorter and cumulative learning periods is successful for employers and employees. WBL has been able to impact on individuals and organisations by using the expertise of universities and applying it to the needs of work The Civil Service is accessing WBL as it main source of employee development.

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