Department for Education and Skills
London: TSO, 2003 (Cm 5810)
Presents a national skills strategy aimed at ensuring that employers have the right skills to support the success of their businesses and individuals have the skills they need to be both employable and personally fulfilled. Proposed measures at the individual level include:
The qualifications framework will be made more responsive by:
British Journal of Industrial Relations, vol.41, 2003, p.457-475
Argues that National Vocational Qualifications (NVQs) have not succeeded in raising skills levels in the UK workforce. The reasons for this failure are structural and lie with the design of the qualifications themselves. NVQs were designed to be employer-led, on the basis of a contestable assumption that work design and skills utilisation are currently optimal. Secondly, NVQs focus only on behaviour, and as a result do not encompass all of the skills and knowledge that may be needed in employment, such as motivation and choice.
Journal of Workplace Learning, vol.15, 2003, p.229-239
Paper seeks to explore the applicability of the corporate university concept to small and medium sized enterprises (SMEs). Draws on research into three SMEs based in the UK Midlands which have established their own "academies".
S. D. Yardley
Journal of European Industrial Training, vol.27, 2003, p.341-354
Paper reports on a study comparing perceptions, attitudes and job outcomes of participants attending pre-employment government training schemes. Study focused on Jobclub and Work Based Training as voluntary schemes and Jobplan and New Deal 18-24 as mandatory. Found that the subjects on Jobclub and Work Based Training perceived their courses in a mostly positive light and attitudes were favourable. Consequently these clients gained more jobs than mandatory referrals. New Deal trainees were the least positive and gained fewest jobs.
J. Holyfield and W. Somerville
Working Brief, no.147 2003, p.10-15
The White Paper "21st Century Skills" is full of promising initiatives, mainstreaming of successful practice and promotion of joined-up working. However, the document fails to present an overarching vision to integrate its various proposals. Authors argue that the vision should be improvement of the reputation of vocational qualifications so that more people will be persuaded to sign up for them.