scholarly journals Earning Not Learning? An Assessment of Young People in the Jobs without Training (JWT) Group

2012 ◽  
Vol 17 (3) ◽  
pp. 247-255 ◽  
Author(s):  
Sue Maguire ◽  
Thomas Spielhofer ◽  
Sarah Golden
Keyword(s):  
Young People ◽  
Labour Market ◽  
Education And Training ◽  
Training And Development ◽  
Training Needs ◽  
School To Work ◽  
Young Workers ◽  
Compulsory Schooling ◽  
Mass Participation ◽  
And Training

In recent years, mass participation in post-16 education and training in England has led to a diminishing understanding about young people who leave education at the end of compulsory schooling to enter ‘jobs without training’ (JWT). Drawing on data from three recent studies, this article argues that the JWT group is not homogeneous in its composition. Similar findings led to the development of a common typology across all three studies to define young people's position in the labour market, their motivations and aspirations, and their access to training and development. It concludes with a series of recommendations for addressing the deficit in knowledge about the composition of the JWT group, and the learning and training needs of young workers. This discussion is set in the context of the implementation of the Raising of the Participation Age (RPA) in England for all 17-year olds from 2013 and for all 18-year olds from 2015, although within the Coalition Government's current proposals, its delivery will lack any form of immediate enforcement. Therefore, unless young workers and their employers are committed to the acquisition of accredited qualifications, RPA delivery will be seriously undermined and intervention to support school to work transitions among the JWT group will remain negligible.

scholarly journals The German system of vocational education and training: challenges of gender, academisation and the integration of low-achieving youth

2020 ◽  
Vol 26 (1) ◽  
pp. 57-71
Author(s):  
Simone R Haasler
Keyword(s):  
Young People ◽  
Vocational Education ◽  
Labour Market ◽  
Tertiary Education ◽  
Education And Training ◽  
Dual System ◽  
Vocational Education And Training ◽  
Apprenticeship Training ◽  
School Based ◽  
And Training

In Germany, the dual system of apprenticeship training has traditionally been very strong. The dominant position of the dual system, however, is being challenged by other training routes gaining significance, particularly tertiary education. This article investigates the extent to which this is leading to a restructuring of the dual system. Developments in school-based vocational programmes, trends of academisation and challenges deriving from qualifying low achievers are discussed. The growing significance of school-based programmes is linked to the gender impact of the vocational education and training (VET) system and the gender segmentation of the German labour market, while academisation reflects labour market demands for high skills. With dual study programmes and three and a half-year dual training, the dual system seeks to provide attractive training options for highly skilled young people. This, however, has made access to fully-qualifying vocational programmes very difficult for low-achieving young people, including migrants and refugees, thereby challenging the integration function of the German VET system.

scholarly journals Challenges and Opportunities for Technical and Vocational Education and Training in the local communities: Education and Labour Market for Young People

2019 ◽  
Vol 7 (3) ◽  
pp. 1 ◽  
Author(s):  
Mei-ling Lin
Keyword(s):  
Young People ◽  
Vocational Education ◽  
Labour Market ◽  
Workforce Development ◽  
Social Cohesion ◽  
Global Economy ◽  
Knowledge Society ◽  
Education And Training ◽  
Vocational Education And Training ◽  
And Training

A country’s competitiveness in the global economy depends on its ability to develop a knowledge-based economy. EU has emphasized the importance of education and training systems for the knowledge society. The paper aims to contribute to the debate on vocational education, and specifically to the literatures on varieties of workforce development, human capital, labour market and social cohesion. Findings reveal that education is considered vital for the formation of a skilled and knowledge-able pool of workers. Investments in vocational and technical skills can be an important factor in contributing to economic development. Nevertheless, social cohesion depends on the way in which education and the labour market are linked. The contribution of this paper is to assess the policy strategies dealing with local youngsters’ education, labour market demands and social cohesion with respect to their potential of enabling young people to participate in working life and society. It also offers a contribution to the growing field of political economy of the link between labour market and social cohesion, the variation and dynamics of education systems, and globalisation.

The rhetoric of Europeanisation of dual vocational education and training in Spain

2020 ◽  
Vol 26 (1) ◽  
pp. 73-90 ◽  
Author(s):  
Antonio Martín Artiles ◽  
Andreu Lope ◽  
Daniel Barrientos ◽  
Benjamí Moles ◽  
Pilar Carrasquer
Keyword(s):  
Young People ◽  
Vocational Education ◽  
Education And Training ◽  
School To Work ◽  
Vocational Education And Training ◽  
School To Work Transition ◽  
School Based ◽  
Work Transition ◽  
German Model ◽  
And Training

This article has two objectives: to analyse the implementation of dual vocational education and training (VET) in Spain and to study the school-to-work transition of young people who complete dual VET. The article draws on a study that was based on 43 interviews, a discussion group and document analysis. The results show that dual VET has been implemented through a school-based model, as opposed to the firm-based ‘German’ model. Participants may be employed on the basis of training contracts or internships. Whichever approach was taken, we found that young people who have completed dual VET enjoy a rapid school-to-work transition.

THE TROUBLED JOURNEYS OF SCHOOL DROP-OUTS: WASTAGE, REDEMPTION AND POLICY CONSIDERATIONS

2016 ◽  
Vol 12 (1) ◽  
pp. 1-14
Author(s):  
Andile Dube ◽  
Mokubung Nkomo
Keyword(s):  
Qualitative Research ◽  
Young People ◽  
Labour Market ◽  
Training And Development ◽  
Focus Group Interviews ◽  
Second Chance Education ◽  
Qualitative Research Methodology ◽  
Group Interviews ◽  
Drop Outs ◽  
Second Chance

The study traces the pathways of young people who dropped out of school between grades 1 to 11 as they seek re-entrance to the education, training and development (ETD) system, or entrance into the labour market. Particular attention is given to the factors that determine the choices that drop-outs make in either re-entering the ETD system or entering the labour market. An analysis of the experiences of the interviewed sample of drop-outs is presented. The study employs a qualitative research methodology, using interviews to elicit the experiences of drop-outs and school managers. Through snowballing, 14 youths and three principals were selected from a township south of Durban. Individual and focus group interviews were conducted. The findings provide insights into the drop-outs’ perceptions regarding the value of investing in education. They are discussed further in relation to the respective theories used in the study. The concluding section suggests the need for investments in second chance education by government and the private sector, and proposes an integrated model to assist young people who re-enter psychologically and emotionally.

Technical and vocational education and training and marginalised youths in post-conflict Sierra Leone: Trainees’ experiences and capacity to aspire

2018 ◽  
Vol 13 (4) ◽  
pp. 534-550
Author(s):  
Mitsuko Matsumoto
Keyword(s):  
Young People ◽  
Vocational Education ◽  
Sierra Leone ◽  
Education And Training ◽  
Capabilities Approach ◽  
Vocational Education And Training ◽  
Post Conflict ◽  
Technical And Vocational Education ◽  
And Training ◽  
Capacity To Aspire

The article aims to build on current understandings of the experiences and aspirations of technical and vocational education and training (TVET) trainees in conflict-affected countries, focussing on the case study of Sierra Leone. Employing the capabilities approach pioneered by Amartya Sen, it casts light on the different benefits beyond employability which young people acquire through TVET. This includes the development of their ‘capacity to aspire’. At the same time, the article shows the poor conditions and social stigma that continue to surround TVET and the profession of ‘skilled man’ in the country of Sierra Leone. By doing so, the article shows the potential of capabilities approach and the concept of ‘capacity to aspire’ to more systematically look at the wider benefits of TVET to young people. It also reveals the simplistic nature of the international community’s expectations with regards to TVET’s role in post-conflict societies.

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