Presentación del especialista senior en educación del banco mundial, Michael Crawford, en el marco del seminario "Innovar para crecer: El gran desafío de la década que se incia" organizado por el Consejo Nacional de Innovación para la competitividad.
Presentation delivered by Charles Dey, Tholsia Naidoo and Dave Walls during SAPICS 2015 in South Africa, the leading event for supply chain professionals in Africa.
How to better engage with employers locally - Friederike SOEZENOECD CFE
Presentation by Friederike SOEZEN, Policy Advisor, Educational Policy, Austrian Federal Economic Chamber from the OECD capacity building seminar “A workforce for the future - Designing strong local strategies for better jobs and skills”, 28-29 Nov 2017, Venice, Italy.
More information: http://oe.cd/CBSVenice2018
Presentación del especialista senior en educación del banco mundial, Michael Crawford, en el marco del seminario "Innovar para crecer: El gran desafío de la década que se incia" organizado por el Consejo Nacional de Innovación para la competitividad.
Presentation delivered by Charles Dey, Tholsia Naidoo and Dave Walls during SAPICS 2015 in South Africa, the leading event for supply chain professionals in Africa.
How to better engage with employers locally - Friederike SOEZENOECD CFE
Presentation by Friederike SOEZEN, Policy Advisor, Educational Policy, Austrian Federal Economic Chamber from the OECD capacity building seminar “A workforce for the future - Designing strong local strategies for better jobs and skills”, 28-29 Nov 2017, Venice, Italy.
More information: http://oe.cd/CBSVenice2018
One of the main challenges of globalisation for TVET in Africa is the tension it has created between developing skills for poverty eradication and skills for global economic competitiveness......
Presentation by Gillian Ong (Ms), SkillsFuture Singapore for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Gillian Ong, Manager of the Strategic Planning Division at SkillsFuture Singapore, shared some of the many innovative policies being implemented in her country to respond to global megatrends. She introduced SkillsFuture Singapore and the various initiatives they offer across the life course to upskill and reskill the national workforce.
Skills for Southeast Asia - How to address challenges and seize opportunities?OECD Centre for Skills
Presentation by Mr. Ingo Imhoff Programme Director, Regional Cooperation in TVET/RECOTVET – Deutsche Gesellschaft für international Zusammenarbeit (GIZ) for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Ingo Imhoff, Programme Director of the Regional Cooperation in TVET/RECOTVET project implemented by the Deutsche Gesellschaft für international Zusammenarbeit (GIZ), explained how technical, vocational and educational training (TVET) balances skills supply and demand, thereby helping reduce skills mismatches. He outlined the challenges faced by TVET systems in Southeast Asia, especially with the onset of the COVID-19 pandemic.
Presentation by Mr. Thomas Mathew, Group CEO, TalentCorp for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Thomas Mathew, Group CEO of TalentCorp, provided a unique country-level perspective by sharing the opportunities and challenges of Malaysia in using skills effectively in the workplace. He presented some recent initiatives carried out by TalentCorp to promote labour market participation, increase the employability of the workforce, and promote wellbeing in the workplace.
Approaches to migrant labour market integration in Sweden - Niclas JOSEPHSONOECD CFE
Presentation by Niclas JOSEPHSON, Deputy Marketing Area Director, Stockholm Gotland Market Area, Swedish Public Employment Office from the OECD capacity building seminar “A workforce for the future - Designing strong local strategies for better jobs and skills”, 28-29 Nov 2017, Venice, Italy.
More information: http://oe.cd/CBSVenice2018
Presentation by Mr. Eric Chin, Skills Future SG, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
The Challenges, Opportunities and Recent Initiatives in the Thai VET systemOECD Centre for Skills
Presentation by Dr. Siripan Choomnoom, The Office of the Vocational Education Commission, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Dr. Siripan Choomnoom, Senior Advisor at the Vocational Education Commission of Thailand, presented the various initiatives introduced by the Thai government to strengthen the country’s TVET system. These include the improvement of the recognition of prior learning, as well as the promotion of partnerships with educational institutions, SMEs and other industry stakeholders.
N.Ireland Education and Business Breakfast Meeting, Nov 2019Deirdre Hughes
Full set of slides from Education & Employers Business Breakfast meeting on 20th November 2019. The event was organised by Prospects Events and Dr Deirdre Hughes OBE, DMH Associates. Addressing skills gaps and skills mismatch, including labour market intelligence, careers, choices and future preferences.
Engaging employers in skills development - Ekaterina TRAVKINAOECD CFE
Presentation by Ekaterina TRAVKINA, Manager, OECD LEED Forum on Partnerships and Local Governance from the OECD capacity building seminar “A workforce for the future - Designing strong local strategies for better jobs and skills”, 28-29 Nov 2017, Venice, Italy.
More information: http://oe.cd/CBSVenice2018
Understanding Business Links with Schools and the National Careers ServiceDeirdre Hughes
The aim of this joint presentation with Professor Jenny Bimrose (IER) was to summarise, explore and reflect on key findings from DfE sponsored research into this topic - see: main report https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/386030/bis-14-1271-understanding-the-link-between-employers-and-schools-and-the-role-of-the-national-careers-service.pdf
One of the main challenges of globalisation for TVET in Africa is the tension it has created between developing skills for poverty eradication and skills for global economic competitiveness......
Presentation by Gillian Ong (Ms), SkillsFuture Singapore for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Gillian Ong, Manager of the Strategic Planning Division at SkillsFuture Singapore, shared some of the many innovative policies being implemented in her country to respond to global megatrends. She introduced SkillsFuture Singapore and the various initiatives they offer across the life course to upskill and reskill the national workforce.
Skills for Southeast Asia - How to address challenges and seize opportunities?OECD Centre for Skills
Presentation by Mr. Ingo Imhoff Programme Director, Regional Cooperation in TVET/RECOTVET – Deutsche Gesellschaft für international Zusammenarbeit (GIZ) for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Ingo Imhoff, Programme Director of the Regional Cooperation in TVET/RECOTVET project implemented by the Deutsche Gesellschaft für international Zusammenarbeit (GIZ), explained how technical, vocational and educational training (TVET) balances skills supply and demand, thereby helping reduce skills mismatches. He outlined the challenges faced by TVET systems in Southeast Asia, especially with the onset of the COVID-19 pandemic.
Presentation by Mr. Thomas Mathew, Group CEO, TalentCorp for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Thomas Mathew, Group CEO of TalentCorp, provided a unique country-level perspective by sharing the opportunities and challenges of Malaysia in using skills effectively in the workplace. He presented some recent initiatives carried out by TalentCorp to promote labour market participation, increase the employability of the workforce, and promote wellbeing in the workplace.
Approaches to migrant labour market integration in Sweden - Niclas JOSEPHSONOECD CFE
Presentation by Niclas JOSEPHSON, Deputy Marketing Area Director, Stockholm Gotland Market Area, Swedish Public Employment Office from the OECD capacity building seminar “A workforce for the future - Designing strong local strategies for better jobs and skills”, 28-29 Nov 2017, Venice, Italy.
More information: http://oe.cd/CBSVenice2018
Presentation by Mr. Eric Chin, Skills Future SG, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
The Challenges, Opportunities and Recent Initiatives in the Thai VET systemOECD Centre for Skills
Presentation by Dr. Siripan Choomnoom, The Office of the Vocational Education Commission, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Dr. Siripan Choomnoom, Senior Advisor at the Vocational Education Commission of Thailand, presented the various initiatives introduced by the Thai government to strengthen the country’s TVET system. These include the improvement of the recognition of prior learning, as well as the promotion of partnerships with educational institutions, SMEs and other industry stakeholders.
N.Ireland Education and Business Breakfast Meeting, Nov 2019Deirdre Hughes
Full set of slides from Education & Employers Business Breakfast meeting on 20th November 2019. The event was organised by Prospects Events and Dr Deirdre Hughes OBE, DMH Associates. Addressing skills gaps and skills mismatch, including labour market intelligence, careers, choices and future preferences.
Engaging employers in skills development - Ekaterina TRAVKINAOECD CFE
Presentation by Ekaterina TRAVKINA, Manager, OECD LEED Forum on Partnerships and Local Governance from the OECD capacity building seminar “A workforce for the future - Designing strong local strategies for better jobs and skills”, 28-29 Nov 2017, Venice, Italy.
More information: http://oe.cd/CBSVenice2018
Understanding Business Links with Schools and the National Careers ServiceDeirdre Hughes
The aim of this joint presentation with Professor Jenny Bimrose (IER) was to summarise, explore and reflect on key findings from DfE sponsored research into this topic - see: main report https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/386030/bis-14-1271-understanding-the-link-between-employers-and-schools-and-the-role-of-the-national-careers-service.pdf
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
The Future of Skills Support Presentationstevemartin75
Clive Howarth, Director of Skills at Learning and Skills Council recently delivered this presentation at a NTA networking event. If you require further information please contact me through my message board.
After a period of relative neglect in many countries, apprenticeships and other forms of work-based learning are experiencing a revival. Their effectiveness in easing school-to-work transitions and serving the economy is increasingly recognised. However, engaging individuals, employers, social partners and education and training systems in such learning remains a significant challenge. In light of this, Seven Questions about Apprenticeships draws out policy messages on how to design and implement high-quality apprenticeships, using material from the OECD project Work-based Learning in Vocational Education and Training.
It presents answers to seven questions commonly asked by governments and practitioners seeking to either introduce or reform apprenticeship systems for young people and/or older workers. Can apprenticeships provide a useful contribution in every country? Should employers receive financial incentives for providing apprenticeships? What is the right wage for apprentices, and how long should an apprenticeship last? How can we ensure a good learning experience at work? How can apprenticeships be made to work for youth at risk? And how to attract potential apprentices?
The study establishes principles of effective practice by building on new analytical work and examples of effective practice from around the world.
Why Become an NVQ Assessor? How to become an NVQ Assessor The Pathway Group
Why Become an NVQ and Apprenticeship Assessor
Why Assessing is the career for the future?
How to become an NVQ Assessor
NVQ Assessor Training providers
NVQ QCF Assessor training providers and NVQ Assessor courses,
There is a national shortage of qualified Assessors across all subject areas and therefore the job market is very buoyant. There are positions in further education
colleges, Private Colleges, Universities, private training companies and recruitment companies.
Young people are also a high priority, with rising unemployment among people under 25, the present UK Government has pledged a increase in Apprenticeship places over the next 10 years.
Background:
In 2004, Lord Leitch was tasked with considering the UK’s long-term skills needs. His Final Report was published in December 2006 and concluded:”In the 21st century,
our natural resource is our people - and their potential is both untapped and vast. Skills will unlock that potential. The prize for our country will be enormous - higher productivity, the creation of wealth and social justice.’’
Wider context: In his Executive Summary, Lord Leitch explains the importance of developing the nation’s skills:
The global economy is changing rapidly with emerging economies such as India and China growing dramatically, altering UK competitiveness. The population is ageing,
technological change and global migration flows are increasing. There is a direct correlation between skills, productivity and employment. Unless the UK can build
on reforms to schools, colleges and universities and make its skills base one of its strengths, UK business will find it increasingly difficult to compete. As a result of low
skills, the UK risks increasing inequality, deprivation and child poverty, and risks a generation cut off from labour market opportunity. A compelling vision for the UK
The Review recommends that the UK becomes a world leader in skills by 2020. This means doubling the attainment at most levels. Stretching objectives for 2010 include: 95% of adults achieve the basic skills of functional literacy and numeracy - an increase from levels of 85% literacy and 79% literacy in 2005; exceeding 90% of adults qualified to at least Level 2 - an increase from 69% in 2005. A commitment to go further and achieve 95% as soon as possible; shifting the balance of intermediate skills from Level 2 to Level 3. Improving
the esteem, quantity and quality of intermediate skills. This means 1.9 million additional Level 3 attainments over the period and boosting the number of Apprentices to 500,000 a year; exceeding 40% of adults qualified to Level 4 and above, up from 29% in 2005, with a commitment to continue progression.
A career in assessing will help you to keep ahead and make sure that you are ready, with the right qualifications for the future.
A Skills beyond School Review of Egypt examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
This presentation was made by Robin Shreeve, CEO of AWPA at the 7th Annual Australasian Talent Conference 2013, 28-30 May 2013 in Sydney themed: Agile Talent Management - Optimise, In-source, Outsource, Offshore, Redeploy.
AFRICA HR SUMMIT 2018 : THE HR STANDARDS CONTRIBUTION TO ORGANISATIONS by Mar...SABPP
AN OPPORTUNITY FOR AFRICA, says Marius Meyer, CEO of SABPP at the Mercer Africa HR Summit 2018
His focus includes:
Evolution of the HR Profession
• HR Standards & Audit Update
• Professional Practice Standards
Theo Veldsman, Professor in HR Management: University of Johannesburg leading a session the action plan for implementing and signing the #LeadershipStandard Pledge at the 5th Annual #HRStandards Conference 2017
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. Skills and economic policy – the current
choice and use of different training
methods
12 April 2013
Skills Development in Higher Education Conference
Martyn Sloman & Marius Meyer
@SABPP1
martynsloman@me.com
1
2. Higher education challenges
• Role in socio-economic and
political landscape
• Skills shortages – talent
management
• Competition vs collaboration
• Technology
• Youth unemployment
• Retaining academics
• Limited resources
• Link with other skills imperatives,
e.g. QCTO, NSDS111
4. Internships – adding practice to
knowledge
An internship is an intervention
Employer complaints about the
knowledge of graduates
Interns learning and applying their
knowledge in practice
Employer commitment to integrated
skills development
Reduction in youth unemployment
4
5.
6. Training and skills policy objectives
1
Economic competition in the global economy
2
Social inclusion of all sections of the community
7. Global quiz
Which company?
1
Is the largest manufacturer of PCs in the world?
2
Processes more internet transactions than Amazon
and eBay combined?
Which country?
3
Is home to Embraer – the leading aircraft maker?
4
Is home to TUF – owner of the largest tinned tuna brands
in the US, the UK and France?
Which South African company?
5
Appears in the BCG 2013 list of 100 global challengers?
7
8.
9. The quality-cost revolution
…the breakneck speed at which China and
India…compete for high-value goods and
services.
This is shattering the view that the economic
world would remain divided between head
nations and body nations.
New competition is no longer based on
quality or cost but on quality and cost,
offering companies more strategic choices
about their global distribution of high-skill
and low-skills work
10. BCG Top 100 “Global
Challengers”
Revenues above $1billion, foreign revenues at least 10%
• 2006: firms came from 7 countries. 84
companies from the BRIC countries
including 44 from China alone
• 2013: firms came from 17 countries. Only
13 from China
• Shift from heavy industry to consumerorientation – financial services, ecommerce, health care, food
manufacturing
10
11.
12. Competitive advantage through
enhanced workforce skills
“We need employers to become more productive and effective in their field,
capable of competing globally in the high skills, knowledge driven economy, and
optimising the talent and skills of their people”.
“Our people will have the skills, expertise and flair to take on higher quality and
higher level jobs, across the whole range of occupations. It will put us in a virtuous
cycle of better skills, better jobs and higher wages”.
“Changes in technology, international markets, products and consumer demand will
continue to drive the need for higher and different skills, including literacy and
numeracy, technical skills, and managerial and leadership skills”.
13.
14.
15. The productivity problem
“Over the last decade, New Zealand has suffered
from poor productivity growth and a relative
decline in the internationally competitive sectors of
the economy. Export growth has been patchy in
recent years and our current account deficit has
grown unsustainably large”.
Prime Minister John Key , May 2009 Budget Speech
“New Zealanders choose to be poorer than other
nations because we choose to work in low-wage
activities. Our land-based industries are the bedrock of our economy. Dairying is to us what
minerals are to Australia. And yet, as this book will
show, we cannot build a successful modern
economy based on pastoral farming and
horticulture alone” .
Paul Callaghan,‘ Wool to Weta’, 2009
16. The job summit
and the nine-day fortnight
200 participants invited attended a one-day summit in Auckland on 27
February 2009. “The best and brightest ideas from those at the job
market coal-face”.
• voluntary agreement to reduce hours to nine-day
fortnight
• employer receives five hours payment at adult
minimum wage
• workers in scheme would not be made redundant
The Prime Minister stated that he would give priority to taxpayer-paid
training subsidies for workers to develop their skills on the tenth-day. An
idea that he wanted to investigate “without delay”.
17.
18. • 11 March YouTube announcement
• the Prime Minister stated the scheme would go
ahead but the training element would be
‘decoupled’
• investigations had demonstrated the complexity
of training provision
• various indications of training opportunities
forthcoming: financial literacy, c.v. preparation,
health and safety
• obligatory training unenforceable
21. Apprenticeships must: deliver high quality, nationally-recognised
qualifications relevant to the skill, trade or occupation of the
learner and employer; offer individuals appropriate training to
achieve a good standard of literacy and numeracy and ICT
(information and communications technology), where relevant to
the skill, trade or occupation; involve at least 280 hours of guided
learning per year; deliver training that directly meets the needs of
employers and learners.
‘Apprenticeship’ is now a framework for work-based learning
which is used as the basis for paying training providers – both
Further Education Colleges and private sector training
companies.
21
22. Apprenticeships and conversion
……In 2010–11 Elmfield Training received £41 million from the Skills Funding
Agency…. approximately half of that was a result of the Wm Morrison
Supermarkets contract.
Existing employees have been re-labelled as apprentices, usually as a result of
a training provider persuading an employer to become involved in the statefunded scheme. Conversions are the easiest way for government to increase
apprenticeship numbers (particularly for people aged 19 and over) and increase
22
the stocks of qualifications in the workforce. Fuller and Unwin
23. Apprenticeships are now regarded as:
• a potential platform for higher
education and certainly for
advanced further education
• an alternative route for young
people who do not choose to
remain in full-time education after
16 or do not achieve the GCSEs
required to study at higher levels
• the means of attaining the skills
and qualifications associated with
a specific occupational role while
in employment.
The demands are therefore considerable and possibly
23
contradictory Fuller and Unwin
24. Redefinition of apprenticeships?
We support the significant increase in apprenticeships, but there is
a risk that the rapid expansion may result in the programme
becoming less focused. For that reason the Government needs to
clearly articulate the overarching strategy and purpose of the
apprenticeship programme. The introduction of a definition of
apprenticeships would also ensure greater clarity within that
strategy.
Simply enough, not all instances of training on a job are
apprenticeships. Apprenticeships require a new job role, a role that
is new to the individual and requires them to learn a substantial
amount before they can do that job effectively. An apprenticeship
without a job is a form of vocational training. An apprenticeship in
an old job is on the job training. There must be a job and the job
role must be new.
24