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Supporting vocational skills and workplace learning – still undervalued and misunderstood? Regional Skills Partnerships in a Global Economy Conference June 23rd 2005 Professor Lorna Unwin Centre for Labour Market Studies University of Leicester. Challenges : Work Environment.
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Supporting vocational skills and workplace learning – still undervalued and misunderstood?Regional Skills Partnerships in a Global Economy ConferenceJune 23rd 2005Professor Lorna Unwin Centre for Labour Market StudiesUniversity of Leicester
Challenges : Work Environment • Primary goal of any workplace is to produce goods and services • Workplaces differ according to history, values, product market position, personalities, cultures - each creates a different learning environment • Changing perceptions of skills - shift to ‘soft’
Challenges: VET System • Completion and attainment rates problematic • Traditional models of VET (apprenticeship) struggle in voluntarist system and in service sectors • Problem for 14-19 year olds - how to protect rights to quality programme and progression • Employers need support to create appropriate workforce development strategies
Sectoral Differences • Advanced Apps (level 3) - completion of framework ranges from 24% in hospitality to 46% in engineering. • Completion of NVQ ranges from 30% in hospitality to 53% in engineering. • Apprenticeships (level 2) - completion of framework ranges from 31% in construction to 14% in health/social care. • Completion of NVQ ranges from 43% in construction to 32% in engineering. • Retail has very poor figures - 20% completion of level 3 framework and 22% completion of level 2 framework.
Expansive-Restrictive Framework Expansive Environments: • See apprentice/employee as both ‘learner’ and ‘worker’ • Combine on and off-the-job learning • Require knowledge-based qualifications - provide progression route to higher VQs and further education • Are embedded within broader workforce development strategy - older employees see value in supporting younger workers
Restrictive Environments • Restrict learning opportunities to on-the-job • Want apprentice to be as productive as quickly as possible - deny identity as learner • Have limited opportunities to cross boundaries at work, access to new tasks, new people • Under-value employees’ ideas and expertise • Have limited aspirations for workforce in general
Using the expansive-restrictive model • The model could be used by any organisation (pubic or private sector) as an analytical tool • To move away from the restrictive end of the continuum towards the expansive end, organisations need to understand that learning is a product of and dependent on the organisation’s culture, vision, values and structures • Individuals will respond positively in an expansive culture which values and makes use of their skills and knowledge
Policy Implications • How do we provide quality programmes for young people in sectors with jobs with limited range of vocational knowledge and restricted skills? • Can we meet sectoral needs and protect entitlement/progression? • Need cadre of specialists to work with employers • Centres of Vocational Excellence in colleges could play key role • One size, national programmes difficult to sustain
Who Cares? I have been an apprentice for 6 months. My employer says I’ve done enough training and don’t need the NVQ. Who will help me complete my apprenticeship? • Training provider • Connexions • Local LSC • SSC • National LSC • DfES • QCA • RDA • Apprenticeship Task Force • Ruth Kelly • My MP, Richard and Judy, Digby Jones, Brendan Barber, Bono
Research Details Contact: l.unwin@leicester.ac.uk See also: www.clms.le.ac.uk
