Training Without Jobs: New Deals and Broken Promises

Finn, Dan

doi:10.1007/978-1-349-18631-0

Cited by 80 publications

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“…engineering, shipbuilding) and the domestic trades (Cockburn, 1983;Gospel, 1995). Changes in economic circumstance and the advent of New Right politics signalled a decline in apprenticeships from the late 1970s, these being superseded by a host of government-sponsored training schemes, the details and shortcomings of which have been well documented elsewhere (Finn, 1987;Mizen, 1995). The early 1990s then witnessed something of a resurgence for the apprenticeship model with the government launch (in 1993) of the Modern Apprenticeship (MA), an initiative which (amongst other things) sought to: increase the skills of young people via the expansion of work-based learning; make the apprenticeship training model accessible across a broader range of sectors; and increase the participation of under-represented groups.…”

Section: Apprenticeship Gender and Communities Of Practicementioning

confidence: 99%

Lifelong learning to labour: apprenticeship, masculinity and communities of practice

Parker

2006

British Educational Res J

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This article presents an analysis of gender identity within the context of lifelong learning. Constructed specifically around individual experiences of occupational apprenticeship in English professional football, it draws on a re-reading of data collected in the early 1990s to depict the way in which a group of young men were socialised into their new-found occupational culture and how their identities were shaped by the heavily gendered routines of workplace practice. Framing apprenticeship as a holistic 'learning' experience, the article looks at how the legitimate peripheral participation of trainees in an established community of practice facilitated their adaptation to and assimilation of various skills, procedures and institutional norms via informal learning processes. Set against the historical development of apprenticeship in England, the article uses qualitative research findings to determine the extent to which apprenticeship within professional sport might facilitate the reproduction of stereotypical gender norms and values.

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Section: Apprenticeship Gender and Communities Of Practicementioning

confidence: 99%

Lifelong learning to labour: apprenticeship, masculinity and communities of practice

Parker

2006

British Educational Res J

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“…It is perhaps important to take this into account when considering the type of programme to implement and the type of training content. Finn (1987), for example, notes the danger of raising the aspirations and expectations of young people by providing them with skills and training which they will not subsequently be able to use.…”

Section: Some Concluding Observations and Twofurther Issuesmentioning

confidence: 99%

The challenge of youth unemployment

O’Higgins

1997

Int Social Security Review

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Employment and Tralnlng DaprtmcMt, International Labour Mce, GenevaThis article was prepared as a contribution to the lL0s Action Programme on Youth Unemployment. It presents an overview of the youth unemployment problem and youth employment policy principallyfrom a European perspective, although it is hoped that much of the comment and analysis is relevant to a far broader range of countries. In thejirst section, which considers the nature and causes of youth unemployment, it is shown that its basic cause is aggregate demand rather than high youth wages or the size of the youth cohort, and suggests that a successful strategy for dealing with the problem must take this into account. In the second section, dealing principally with the examples of Germany and the United Kingdom, a number offactors are ident$ed which influence the effectiveness of youth employment policy. In particular, it is found that precise targeting of programmes and the involvement of employers' and workers' organizations, as well as government, in the design and implementation of policy are both important determinants of an effective policy. A third section attempts to set the analysis in a more general context.is article presents an overview of the T youth unemployment problem and youth employment policy principally from the European perspective, although it is hoped that much of the comment and analysis is relevant to a far broader range of countries. Its intention is to raise issues rather than provide a policy blueprint.

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“…The practical impact was the extension of training policy towards compulsory schooling and towards employment, with a linkage going through the three to construct the concept of ETE, 'Education-Training-Employment', which also provided the basis for the current emphasis on 'lifelong learning'. It was during this period that the UK Youth Training Scheme (YTS) became so prominent, as it was itself largely funded through the European Social Fund (Finn, 1987;Cofiield, 1991).…”

Section: Historical Overview: Vocational and Educational Policymentioning

confidence: 99%

Educational and Vocational Policy and Construction of the European Union

Brine

1995

International Studies in Sociology of Education

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This paper explores the ways in which European education and training policies are used in the construction of the European Union. Two central dynamics of tension are identified which are then explored within the education and training related discourses of the European Commission and the Member State governments. The first is the European Union-Member State dynamic, the second is the economic-social dynamic. From within this focus on educational and vocational policy the broad underlying themes of pluralism, values and curriculum change are considered. Three levels of pluralism are identified within the current construction of the European Union. Each level displays differing aspects of the power relationships existing between differing groups, institutions, nation states and economic interests. The exploration of the three levels of pluralism suggest that both educational and vocational policies reflect the concerns and contradictions of both dynamics, and at the same time are important discourses maintaining the effects of the underlying ideology of liberal-democracy. Introduction: themes and dynamics One of the difficulties in focusing on European policy documents is that they can seem impersonal and divorced from everyday life, from teaching, learning and earning a living. And yet my interest in European policy is precisely because of its impact in these, and many other areas of our lives. My main interest in focusing on European educational, vocational and social policy documents during this early formative period of the European Union (EU), is because we are the witnesses to, even the participants in, its construction. This paper begins with a brief consideration of discourse and ideology. This provides a 'working' understanding of the relationship between the two. This relationship is then considered within the context of the European

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Training Without Jobs: New Deals and Broken Promises

Cited by 80 publications

References 0 publications

Lifelong learning to labour: apprenticeship, masculinity and communities of practice

Lifelong learning to labour: apprenticeship, masculinity and communities of practice

The challenge of youth unemployment

Educational and Vocational Policy and Construction of the European Union

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