From Skills Revolution to Productivity Miracle--Not as easy as it Sounds?

Keep, Ewart; Mayhew, Ken; Payne, Jonathan

doi:10.1093/oxrep/grj032

Cited by 83 publications

(82 citation statements)

References 32 publications

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“…We very quickly concluded, both in the light of our observations and from insights found in the literature (Black & Lynch, 2004;Ashton & Sung, 2006;Keep et al, 2006;Keep, 2009b;MacLeod & Clarke, 2009;Department of Innovation, Industry, Science and Research, 2009), that the full contribution of a skilled workforce to individual firms, industry sectors, regions and the economy may not be realised unless, inter alia, employers cogently address demand-side factors. Such demand-side activity on the part of employers must include responsibility for integrating attraction, development, effective utilisation and retention of skills into their employee-engagement and people-management practices within the context of a sustainable business strategy.…”

Section: The Methodology Used To Construct the Vet Futures Policy Framentioning

confidence: 75%

“…However, there is now a growing body of research that provides a more sophisticated understanding of the complexity of skills development and use (Schofield 2003;Keep et al 2006;Buchanan et al, 2009;Keep 2010;OECD 2010;Scottish Government 2010a), and of the limitations of simplistic measurement in such contexts. This research also reveals new thinking and alternative approaches to the question about how VET systems strategy and skills development policy might be better managed to deliver added value through being released from their respective policy silos and linked to broader and higher-level goals achievement within a more comprehensive policy mix.…”

Section: General Discussion Of the Policy Frameworkmentioning

confidence: 99%

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Reconceptualising Vocational Education and Training Systems in Broader Policy Domains: Monitoring and Evaluation

Eddington¹,

Eddington

2011

Research in Comparative and International Education

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The article focuses on how the present vocational education and training (VET) system in Australia might be modified to better accommodate possible VET futures change. It begins with the premise that VET's role is to contribute to skills acquisition through formal education and training. The authors propose a simple VET futures role and purpose statement and outline a possible futures public policy environment in which its actualisation might need to be achieved. They continue, first by developing a policy intervention framework and a monitoring and evaluation framework germane to that futures purpose and policy mix, and second, by employing those frameworks to explain how a futures VET system might function. They discuss the present VET system in the context of the constructed futures VET system and draw conclusions from comparisons made. They find (a) that skills policy should be redefined to accommodate broader economic and social policy contexts in general, and sustainable industry policy in particular; and (b) that a more sophisticated policy mix, consisting of unified and complementary supply-side and demand-side interventions, should replace the VET sector's reliance on simplistic supply-side policy responses alone. They outline an incremental approach for transforming the present VET system into the envisioned futures VET system and check and balance their findings through international comparisons.

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Section: The Methodology Used To Construct the Vet Futures Policy Framentioning

confidence: 75%

Section: General Discussion Of the Policy Frameworkmentioning

confidence: 99%

Reconceptualising Vocational Education and Training Systems in Broader Policy Domains: Monitoring and Evaluation

Eddington¹,

Eddington

2011

Research in Comparative and International Education

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“…Les secteurs des services font souvent appel à des gens peu qualifi és pour des tâches routinières. Il faut donc nuancer ces propos quant au rôle des savoirs dans l'économie, qui gomment d'importantes variations par secteurs d'activités (Keep, Mayhew et Payne, 2006 ;Thompson, Warhurst et Callaghan, 2001 ;Warhurst et Thompson, 2006 …”

Section: Surestimation Des Titres Et Sous-utilisation De L'applicatiounclassified

La géométrie variable de la haute qualification. Pour une approche contextualisée1

Bédard¹,

Mirza

2011

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Le discours sur les technologies de l’information et la haute technologie contribue à fonder une définition de la haute qualification qui néglige plusieurs dimensions et champs de qualifications, excluant plusieurs métiers où l’on retrouve des travailleurs hautement qualifiés. Ainsi, cette définition ignore les différentes structurations et dynamiques des univers de travail et fait abstraction des problèmes reliés à la notion de qualification, mais ignore également les processus sociaux et culturels qui contribuent à la définir. Des données ethnographiques tirées d’un travail de terrain permettent de tracer les repères d’une nouvelle définition de la haute qualification, davantage arrimée aux contextes de travail.

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“…Prominent politicians, businesses and union leaders have argued that more 'higher level skills' are needed in order to drive the economy (Leitch 2006, 62;Brown, Green, and Lauder 2001), and that reform should concentrate on the supply of skills. These arguments have predominated despite evidence which exposes the problematics of focusing primarily on education and training reform without a more concerted approach to improving skills demand and utilisation in the workplace (Keep, Mayhew, and Payne 2006;Payne 2008a;Lloyd and Payne 2006).…”

Section: Introductionmentioning

confidence: 99%

An unfinished experiment: ambiguity and conflict in the implementation of higher skills policy

Hordern

2014

Research Papers in Education

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This cover sheet may not be removed from the document.Please scroll down to view the document. The policy aimed to encourage higher education institutions to engage with employers and employer representative bodies to design and deliver higher education provision that reflected the needs of employers. Using key policy documents and evidence submitted to a select committee inquiry, aspects of ambiguity and conflict in the implementation of this policy are explored. This focuses on three specific areas where disagreements amongst parties, or with government, were observed, and ambiguities of policy means and objectives. Although conflict amongst interested parties is evident, this was not extensive within the higher education sector as the policy was not seen as relevant to all institutions. The demonstrable ambiguity enables the policy to be absorbed and made appropriate to the norms and culture of the higher education sector. The experimental structure of the policy, while always ambiguous, lost its rationale with the change of U.K. government in 2010.

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From Skills Revolution to Productivity Miracle--Not as easy as it Sounds?

Cited by 83 publications

References 32 publications

Reconceptualising Vocational Education and Training Systems in Broader Policy Domains: Monitoring and Evaluation

Reconceptualising Vocational Education and Training Systems in Broader Policy Domains: Monitoring and Evaluation

La géométrie variable de la haute qualification. Pour une approche contextualisée1

An unfinished experiment: ambiguity and conflict in the implementation of higher skills policy

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