This document summarizes a discussion between representatives from higher education institutions about the challenges and opportunities facing youth and community work courses in England. It notes the current ideological attacks on public services and academia. It introduces the representatives and discusses the challenges higher education institutions face in a changing job market and education system. Ideas are proposed for how higher education can better support the youth workforce through curriculum development, placement opportunities, and collaboration with sector organizations. Developing a joint agenda between higher education and youth organizations is emphasized.
The Key ingredients of training coaching and monitoring for Youth EntrepreneursOECD CFE
The aim of this High-Level Capacity Building Seminar is have an international exchange of information on inclusive entrepreneurship actions across the European Union and on how the European Union Structural Funds can be used to support actions that combine entrepreneurship promotion and social inclusion.
Career Conversions: the perfect storm, Birmingham, England November 2017Deirdre Hughes
This presentation is designed to inform and support managers and practitioners from differing education and employment settings to listen to the voices of young people and their particular challenges when it comes to gaining exposure to and experience of the world of work. It also shares some findings from research into Adult Education in England and captures the voices of adults.
The first Asian Apprenticeship Awards, took place on November 10th, 2016, in Birmingham city centre.
The event celebrated young Asian apprentices as well the professionals who have trained and employed them.
This report (written by our Project Director, Isa Mutlib) provides an overview of the context and background of the event, the businesses that were in attendance, our trusted judges, and our ambassadors.
We have also included details about our sponsors, companies involved within the event, our survey responses and our social media statistics.
The event was a great success last year, and will be taking place again in 2017.
The Key ingredients of training coaching and monitoring for Youth EntrepreneursOECD CFE
The aim of this High-Level Capacity Building Seminar is have an international exchange of information on inclusive entrepreneurship actions across the European Union and on how the European Union Structural Funds can be used to support actions that combine entrepreneurship promotion and social inclusion.
Career Conversions: the perfect storm, Birmingham, England November 2017Deirdre Hughes
This presentation is designed to inform and support managers and practitioners from differing education and employment settings to listen to the voices of young people and their particular challenges when it comes to gaining exposure to and experience of the world of work. It also shares some findings from research into Adult Education in England and captures the voices of adults.
The first Asian Apprenticeship Awards, took place on November 10th, 2016, in Birmingham city centre.
The event celebrated young Asian apprentices as well the professionals who have trained and employed them.
This report (written by our Project Director, Isa Mutlib) provides an overview of the context and background of the event, the businesses that were in attendance, our trusted judges, and our ambassadors.
We have also included details about our sponsors, companies involved within the event, our survey responses and our social media statistics.
The event was a great success last year, and will be taking place again in 2017.
The Asian Apprenticeship Awards took place on the 10th November 2016 at the Holiday Inn Birmingham City Centre. The aim of the awards was to celebrate and showcase the best of British Asian Apprentices and the people that employ and train them. In doing this, we hope that we will encourage more young British Asians to consider apprenticeships and more employers to provide opportunities to benefit from the skills that apprentices bring. Apprenticeships provide value for individuals, businesses and the economy. There is a universal commitment in the UK of being able to extend opportunities for everyone regardless of their race, gender or religion. In this respect, a number of government targets have been placed to improve the labour market chances for all. These include increasing the quantity of apprenticeships taken on by young people deriving from BME backgrounds by 20% and also increasing BME employment by another 20%, by the year 2020. The Asian Apprenticeship Awards are all about doing something practical to make a positive difference. We believe at least in a small way that we have made a difference and will continue to do so by highlighting, recognising and celebrating apprenticeship success both with individuals, employers and learning providers that support them. We all recognise that for the success of businesses and therefore the economy and the country as a whole, we have to be able to draw upon a skilled and motivated workforce. It is also clear that our apprentices are vital to providing these skills. However, there are not enough of them and especially not enough from the British Asian communities. So the challenge for us is how to address this issue. Our aspiration is that the Asian Apprenticeship Awards will make an important contribution by raising awareness, celebrating success and inspiring others.
The aim of this High-Level Capacity Building Seminar is have an international exchange of information on inclusive entrepreneurship actions across the European Union and on how the European Union Structural Funds can be used to support actions that combine entrepreneurship promotion and social inclusion.
Reviewing the Organization's Mission StatementCleopatra Allen
Need more information on how to review the organization's mission statement? Need to know what to think about or consider in the development of a mission statement? Review this presentation.
ASHOKA BELGIUM: Changemaker Schools Program 2014OECD CFE
The aim of this High-Level Capacity Building Seminar is have an international exchange of information on inclusive entrepreneurship actions across the European Union and on how the European Union Structural Funds can be used to support actions that combine entrepreneurship promotion and social inclusion.
The Asian Apprenticeship Awards has completed its third year in operation since being founded in 2016, and our aim hasn’t changed: to celebrate the talent and diversity of British Asian Apprentices, their Employers and Training Providers.Since inception, we have noticed a significant transition among those within the skills sector about some of the stigmas behind apprenticeships within British Asian and BAME communities generally. Through the support of the Government and key partner organisations, we have been able to use this platform to propel our message into new communities across the country to encourage more people from British Asian communities to consider an apprenticeship route.2018 also saw a sectoral shift response with a 25% increase in involvement from employers compared with training providers and FE colleges which saw a decrease. The male and female split among finalists was quite interesting. Generally, females outweighed males in many of the sectors. However, the gender balance overall was affected by the male dominated sectors of Construction and Engineering & Manufacturing. When speaking with sector leaders, this was no surprise.“It is really disappointing to see the proportion of finalist as 100% male in Construction as well as Engineering and Manufacturing. Whilst recognising that a large proportion of the workforce in these two sectors are male there are still a significant number of females employed and many of these are excellent and well deserving of a place in the finals. We need to encourage them to come forward as entrants and show the skills and talent them possess”- Graham Hasting-EvansPresident of the British Association of Construction HeadsGroup Managing Director NOCNLastly, we saw from our data a significant increase in organisations supporting initiatives locally and nationally to raise the profile of apprenticeships within diverse communities. More people were using the platform of the Asian Apprenticeship Awards to not only encourage more people to enter and celebrate their successes but as a tool to raise awareness of diversity internally.
Blake Lapthorn Academies conference, Southampton - 18 June 2013Blake Morgan
Blake Lapthorn's Education team hosted a summer conference for Academy schools and those looking to convert to academy status. The conference provided guidance and advice with the guest speaker being Zenna Atkins, former head of Ofsted.
The Asian Apprenticeship Awards took place on the 10th November 2016 at the Holiday Inn Birmingham City Centre. The aim of the awards was to celebrate and showcase the best of British Asian Apprentices and the people that employ and train them. In doing this, we hope that we will encourage more young British Asians to consider apprenticeships and more employers to provide opportunities to benefit from the skills that apprentices bring. Apprenticeships provide value for individuals, businesses and the economy. There is a universal commitment in the UK of being able to extend opportunities for everyone regardless of their race, gender or religion. In this respect, a number of government targets have been placed to improve the labour market chances for all. These include increasing the quantity of apprenticeships taken on by young people deriving from BME backgrounds by 20% and also increasing BME employment by another 20%, by the year 2020. The Asian Apprenticeship Awards are all about doing something practical to make a positive difference. We believe at least in a small way that we have made a difference and will continue to do so by highlighting, recognising and celebrating apprenticeship success both with individuals, employers and learning providers that support them. We all recognise that for the success of businesses and therefore the economy and the country as a whole, we have to be able to draw upon a skilled and motivated workforce. It is also clear that our apprentices are vital to providing these skills. However, there are not enough of them and especially not enough from the British Asian communities. So the challenge for us is how to address this issue. Our aspiration is that the Asian Apprenticeship Awards will make an important contribution by raising awareness, celebrating success and inspiring others.
The aim of this High-Level Capacity Building Seminar is have an international exchange of information on inclusive entrepreneurship actions across the European Union and on how the European Union Structural Funds can be used to support actions that combine entrepreneurship promotion and social inclusion.
Reviewing the Organization's Mission StatementCleopatra Allen
Need more information on how to review the organization's mission statement? Need to know what to think about or consider in the development of a mission statement? Review this presentation.
ASHOKA BELGIUM: Changemaker Schools Program 2014OECD CFE
The aim of this High-Level Capacity Building Seminar is have an international exchange of information on inclusive entrepreneurship actions across the European Union and on how the European Union Structural Funds can be used to support actions that combine entrepreneurship promotion and social inclusion.
The Asian Apprenticeship Awards has completed its third year in operation since being founded in 2016, and our aim hasn’t changed: to celebrate the talent and diversity of British Asian Apprentices, their Employers and Training Providers.Since inception, we have noticed a significant transition among those within the skills sector about some of the stigmas behind apprenticeships within British Asian and BAME communities generally. Through the support of the Government and key partner organisations, we have been able to use this platform to propel our message into new communities across the country to encourage more people from British Asian communities to consider an apprenticeship route.2018 also saw a sectoral shift response with a 25% increase in involvement from employers compared with training providers and FE colleges which saw a decrease. The male and female split among finalists was quite interesting. Generally, females outweighed males in many of the sectors. However, the gender balance overall was affected by the male dominated sectors of Construction and Engineering & Manufacturing. When speaking with sector leaders, this was no surprise.“It is really disappointing to see the proportion of finalist as 100% male in Construction as well as Engineering and Manufacturing. Whilst recognising that a large proportion of the workforce in these two sectors are male there are still a significant number of females employed and many of these are excellent and well deserving of a place in the finals. We need to encourage them to come forward as entrants and show the skills and talent them possess”- Graham Hasting-EvansPresident of the British Association of Construction HeadsGroup Managing Director NOCNLastly, we saw from our data a significant increase in organisations supporting initiatives locally and nationally to raise the profile of apprenticeships within diverse communities. More people were using the platform of the Asian Apprenticeship Awards to not only encourage more people to enter and celebrate their successes but as a tool to raise awareness of diversity internally.
Blake Lapthorn Academies conference, Southampton - 18 June 2013Blake Morgan
Blake Lapthorn's Education team hosted a summer conference for Academy schools and those looking to convert to academy status. The conference provided guidance and advice with the guest speaker being Zenna Atkins, former head of Ofsted.
Jisc Change Agents' Network webinar 30 June 2015Ellen Lessner
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The workshop was integrated with the university’s undergraduate Sport Employability Conference (SEC) and provided delegates with the opportunity to discuss approaches to enhancing graduate employability whilst also observing students showcasing their work based learning. Sessions included engagement with a wide variety of national and local employers.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/SKAMpE
For further details of the HEA's work on Employability and Global Citizenship in the Social Sciences see: http://bit.ly/17n8Knj
Career education & guidance in schools Premanand Rai
Predictions about participation in the 21st-century workforce are being proven accurate every day. It does demand lifelong learning and an enduring capacity to manage change. Globalization has created even more challenges as well as opportunities for everyone. Young people are entering a more complex and dynamic environment where the interface between work and other facets of life is constantly being reappraised.
As the world changed and opportunities grew, the matching process became more complex. More young people had to decide whether to continue their education or get a job. They had to think about the longer-term consequences of their decisions as well as their next steps. So, careers work changed and young people began to receive some careers education in preparation for their ‘end of school’ guidance interview. This was normally a handful of lessons giving information about the opportunities on offer and advice on how to complete application forms and construct CVs.
Earlier the World of Career was quiet different - In the early days, careers work focused on matching individuals to specific opportunities in education and work. As choice was limited, many young people simply followed in their family’s footsteps. Making decisions about the next steps was a straightforward process, taking little time and requiring little preparation. For most students, an ‘end of school’ careers guidance interview with the Youth Employment Service was generally sufficient.
:: Technology, globalization and other developments have continued to transform the world, and change has become a feature of daily life. In schools, curriculum change meant that young people had some choice about which subjects to study in Years 10 and 11. To help them make these ‘career choices’, most schools extended their careers education lessons into Year 9 and gave young people earlier access to careers guidance.
:: International interest in career education and guidance is increasing as governments acknowledge the personal, social and economic benefits of equipping school students with the attitudes, knowledge and transferable skills they will need to become self-reliant career management and lead positive and fulfilled lives.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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1. The education and training of
youth & community workers:
Challenges and opportunities for Youth and
Community Work courses in England
Graham Griffiths, Bradford College
Alan Smith, Leeds Metropolitan University
TAG Representatives on NYA ETS
2. Recognising the context we are in
None of us have escaped the current ideological
attack on public sector services, and that
includes the so-called ‘ivory towers’ of academia
and yet, we are all still here!
So lets consider how we can work together more
effectively?
3. Why are we both here ...
Alan Smith
Head of Youth & Community Work at Leeds Met
Member of NYA ETS representing Training Agencies Group
Graham Griffiths
Head of Youth & Community Work at Bradford College
Member of NYA ETS representing Training Agencies Group
Member of Institute for Youth Work Steering Group
Both ETS and IfYW involve representatives from CHYPS
– Rod Norton and David Wright
- Garath Symonds and previously Mike Counsell, ETS Chair
4. Who and what is TAG?
We are the professional association for lecturers in youth
and community work education, covering 60+ institutions
across the UK, N. Ireland and the Republic of Ireland.
We have more than 250 members, and are represented on
all the Education and Training Standards Committees.
Our membership includes the writers, researchers and
teachers of the profession, and also covers teams / courses
that deliver QCG and other related qualifications.
5. Younger students enter with limited range of experience and very few with Youth Support qualifications
Students exit to a wide range of post professional qualification employment in Young People’s Services,
Youth Offending Services, Voluntary and Statutory settings, Health provision, Residential provision,
Outdoor Education settings, Commercial and Business sector, mutuals and co-operatives and
increasingly Housing Associations, Social Enterprises and Schools
Youth and community
work
Other forms of work
with young people
and communities
JNC
Programmes in
Youth and Community
Work which meet NYA
Professional
Validation
Requirements
Other forms of work
with young people
and communities
Other forms of work
with young people
and communities
Professional
(JNC)
Youth and
Community
Work
QAA
Benchmarks
Student
Finance
NYA
Requirements
HEI
regulations
Employers
Other forms of work
with young people
and communities
The challenge for Higher Education
Changing Job
Market
NOSSNC -Cap
6. What are the key challenges for HEIs?
Our next intakes will graduate in 2016, having followed a
course of study, possibly written and approved in 2010/11.
Our students will leave with debts in excess of £27,000
We are in competition for student numbers within our own
Institutions, and we are relatively costly (time / resources)
There are fewer ‘established’ placements with experienced
supervisors
Students need nearly 900 hours of assessed practice (U/g)
and 600 hours (p/g) in a ‘shrinking pool’ of placements that
remain ‘unpaid’.
7. Internal Changes to Higher Education
• Withdrawal of HEFCE ‘block funding’ and full-fee loans for
undergraduate study-‘the free market’ but imposes a Student
Number Cap (SNC) to limit the overall numbers and availability of
places, exemptions for the ‘brightest students’ – ABBs and above
• In the new ‘marketplace’ of Higher Education, Institutional
decisions are made based on flawed data-sets (NSS / KIS) driven
by a managerialist agenda dominated by quantitative data.
• Manipulation of market position is achieved by increasing ‘tariff
points’ recruiting Doctoral-level staff, at expense of professional
experience and over-recruiting ABBs
8. How does it work ... ?
• We all follow NYA Validation Guidelines
• Our students will be engaged in (action) research
around current issues (Social Media)
• The range of placements mean we are preparing
students for a changing world – Local Authority
context / increase in schools work / changing
social world (for young people) and impact of
austerity
• But there remain a great many constants ...
flexibility, self awareness, willingness to take
responsibility, inter-personal skills, etc
9. What is the role of Higher Education in
the education and training of Y&CW
• Graduate skills are more than just subject specific, and
therefore assist qualified workers in an increasingly mobile
workforce
• Encourage professional discourse within the
sector, allowing academic rigour to be applied to
research, evaluation and assessment of practice
• Equity with other professions – teaching, social work, etc
• Allows employers to measure a ‘benchmark’ or have
minimum expectations from a potential employee who has
undertaken a JNC-recognised programme – through NYA (-
we all use the same QAA Subject Benchmarks / NOS)
10. Facilitator of young
people’s learning
and engagement
Advanced
practitioner
coach - mentor
Advocate for young
people and change
agent
Policy watchdog
Manager
So what does it mean ...
The role of the professional worker is changing...
Adapted from Tony Gallagher, HMI – April 2013
11. Adapted from Tony Gallagher, HMI – April 2013
Sec of State
Priority?
1 ‘Positive for
Youth’ 2012
impact ?
2 Strategic
Leadership
- the ‘youth
sector’
3
The policy world we operate in is changing... and it
feels like there is very little that we can influence
12. Adapted from Tony Gallagher, HMI – April 2013
Mergers
- cluttered
world?
4 Diminishing
narrative
about quality
and outcomes
5 Youth scrutiny
and
participation-
good news ?
6
But maybe some aspects can be developed further ...
Students in new settings, telling stories and making news
13. .
.
Authenticity
• Lack of
consensus
about the
purpose of
youth work
Youth Work
• A
‘contributor
to’ or ‘in its
own right’?
Easy?
• It looks
easy!!
Adapted from Tony Gallagher, HMI – April 2013
Perhaps this is our biggest challenge...
14. Tony’s challenge to our students …
.
.
.
Communicating
outcomes
• ‘Poor at
communicating
outcomes’ – case
not proven
2013
• An optimistic
time for
opportunistic
endeavour ?
Adapted from Tony Gallagher, HMI – April 2013
15. Some examples of creative responses;
• Sheffield Hallam working with voluntary sector to manage a
disused youth centre, run as a permanent placement setting
• A ‘pilot’ in Yorkshire and Humber to appoint a student to a large
voluntary sector organisation for their full period of study, but to
‘be placed’ in a variety of settings
• Hosting training events for free, offering CPD to staff who provide
placement supervision, exploring KTPs and commissioned
research and evaluation
• Using the part-time funding methodology to create local access
to courses, and generate income for services that host training
• Newman University College – accelerated p/time degree in 3 yrs
The response of Higher Education to challenges facing
the young people’s workforce
16. • What might a degree curriculum look like, given the range of
‘stakeholders’ and your expectations? (NYA re-write)
• Support widening access and student retention for all types of
students: work-based; distance-learning; part-time and full-time?
• Work with CHYPS to ensure we know what a youth and
community work graduate will ‘look like’, and what role will they
undertake once they have qualified – remembering this may be 5
years away?
What more do HEIs need to do?
- developing a joint agenda
17. What more do YPS need to do?
- developing a joint agenda
• Consider how can you better engage with
programme management and development
• Support joint training and practice initiatives
• Consider what support and frameworks are required
and/or do you need to make the most from working
with HEIs?
18. What can we do in the near future
- developing a joint agenda
• External Examiners
• Inputs to meetings – possibly training
• Research specific areas
• Establish an on-going form of liaison to encourage
policy makers hear the voices from the sector
• Continue to liaise and work together with other
agencies
• Others?
19. And finally for follow up
Janet Batsleer: Chair
J.Batsleer@MMU.AC.UK
Alan Smith: ETS Rep
A.S.Smith@leedsmet.ac.uk
Graham Griffiths: ETS Rep
g.griffiths@bradfordcollege.ac.uk