New Vocationalism
Using the information from the items and elsewhere describe and
explain the view that 'new Vocationalism' was necessary and has been a
success.
The term 'new Vocationalism' describes the view that education should
primarily meet the needs of the economy. The introduction of new
Vocationalism required a number of educational policy changes
including the introduction of Youth Training Schemes (YTS) and more
recently, General National Vocational Qualifications (GNVQ).
This view stems from the notion that young people are ill-prepared for
work because they have limited work experience, and as a consequence
are not looked on favourably by potential employers. Because of these
reasons it was seen as necessary action to introduce into Britain New
Vocationalism to give young people the required work experience.
For this 'necessary' action to work it would have to be successful or
the economy would be in the same place that it started. There have
been mixed views on whether the schemes have been successful or if
they have not. both young people the training is aimed at and
sociologists have expressed views of concern as they think the schemes
are not working.
The introduction of Youth Training Schemes was unpopular among many,
especially the young, as it was viewed as 'slave labour' whereby the
young person did the same job as other employees but received only a
fraction of the pay. For others the introduction of such schemes had
lead to greater unemployment. The question was asked, 'why would
employers take someone on for a fair wage when they can get a young
person to do the job at no cost to the company?'
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...rmanent employment.
In conclusion, sociological accounts of New Vocationalism have
generally been negative. Only Roberts has offered a wide examination
of Youth Training, identifying both benefits and disadvantages of
Youth Training. Despite his findings, even Roberts concludes that the
best way to occupational success is via an academic route. However,
Roberts' colleague, Moore, believes that New Vocationalism has won the
ideological battle with traditional liberal education. At present the
recruitment policies of employers and traditional universities support
Roberts' account of New Vocationalism, but the fact that new
universities are welcoming applicants from GNVQ students supports
Moore. Nevertheless, it appears that the GNVQ has many battles ahead
in the question to be seen as a real alternative to the A-Level.
Great Britain lead the way for industrialization and made it spread through out Europe. Some consider this the best thing to have happened in the world. Others however see this as a bad thing. Of course, with such a big change came an effect over all people such as reformers and the government but the greatest effect was upon the workers. Since the 19th century, industrialization has had positive and negative effects on the lives of workers.
Career and technical education courses are intended to prepare high school students to enter the work force in a skilled trade. It equips the students with the experience and education necessary to succeed in an average skill level job while maintaining the student’s interest. In an article that focuses on an aviation CTE program, a “senior policy analyst at the Morrison Institute, said that Career and Technical Education provides another opportunity for students who struggle in high school.” The assumption is that students who struggle in high school presumably do not want another four years of education to attain a bachelor’s degree. Until recently, schools have been excessively geared towards college readiness. The dogma was elementary school, high school, college, without exception. With this “one size fits all” education system in place, a different education course had to evolve. CTE courses offer a break from the tedious grind by introducing career readiness as an alternative. In place of the four years in a college, CTE programs gives student...
If more people went to college, and less went the vocational route, jobs will take a momentous hit. Today, companies will not even touch an application that does not include a Bachelor’s Degree; even if the Bachelor’s Degree has nothing to do with the job being applied for. Attention is not given to whether the hopeful applicant qualifies for the job; all that matters is that the applicant has a Bachelor’s degree. Murray best sums up the American job market when he says, “Employers do not value what the student learned, just that the student has a degree” (Murray). However, if less people obtain a Bachelor’s Degree, employers will be forced to base applicants on their skills, and abilities. Furthermore, important vocational jobs that lie vacant will be filled. Good electricians, carpenters, and construction workers will always be in
... to rigidity of the upper secondary school in the form of vocational education and training schools. The objective of vocational education is to foster students' development into good and balanced individuals and members of society and therefore provide them with the skills relevant to a specific career path (Sarjala, 2001) and thus relevant to the demands of the Finnish modern society.
In Britain, there were many different jobs during the middle to late 19th century and the early 20th century. In the midst of the large multitude of jobs during this period, there were a few that were relatively safe and had a decent salary, there were the less desirable ones that were dangerous with a smaller salary, and then there were the extremely ridiculous jobs that nobody wanted, but had to unwillingly take due to the high levels of poverty during this time period. During class, we were to watch videos documenting what workers had to do if they had these ridiculously dangerous and terrible jobs. The videos started out with jobs that were mainly based upon repetitive manual labor. The first job from the videos was the water caddy, who had the tedious and backbreaking job of filling a barrel with about sixty-six pounds of water, and carrying the barrel across the city in order to deliver water to personal residences. This job served the same purpose as running water, but was carried out by people instead of pipes.
I have known from a young age that I wanted to help people, and since then I have searched for the opportunity and knowledge to be able to do just that. On that note, seeing the joy on my uncle’s face, after losing both of his legs and having to learn to walk again with prosthesis’s was so uplifting for me, to witness him so happy even though I wasn’t involved with his healing process. Consequently, I could only imagine how good it would feel to know that I helped him regain his independence and return a smile to his face. That was when I realized that I wanted to give back to people that are in need of assistance. These individuals may not be able to do anything about the position they are in, Hence when I become an Occupational therapist; I will
In a review of literature regarding the impact of vocational education on student retention, Hill and Bishop (1993) acknowledge that, although there is some evidence that vocational education programs and approaches have succeeded in keeping students in school, other research showed that vocational education enhanced student retention only when it included other components such as work experience.
Throughout the United States, some types of work are valued highly over others. This stigma strongly associates the idea all career paths without the need of formal education require no cognitive skill and are unable to teach the same principles as a traditional classroom. This also causes the view that blue-careers specializing in a trade are overall lesser than white collar or office work that mandate a college degree. Authors Matthew B. Crawford and Mike Rose both argue this widespread belief is unfair and incorrect in their essays “The Case for Working with Your Hands” and “Blue-Collar Brilliance,” respectively. However, Crawford’s recollection of his own personal experience does not explain the valuable skills and knowledge learned from
Sociology as a disipline tends to view work as a socially constructed neccessity involved in the identification of an individual within society by marking their status and future capabilities (Furze et al. 2013:128). The Industrial Revolution saw implimentation of technilogical advances made in industry to mass produce goods. Starting in the 1780s in Britain the Industrial Revolution paved the way the creation of factories and the working class. This led then proceede into the next phase of evolution, the service sector revolution. The service sector revolution is the increasing number of people participating in the service sector due to the increase in mechanisation of production there has been a decline in employment in the secondary sector thusly the rise of the professional and service sector worker has occurred (Furze et al. 2013:128). Part-time employment has grown rapidly in the past 10 years in Australia increasing from 26.3% of total employment to 29.7% in 2012 (Furze et al. 2013:135). Part-time work has become desirable also to businesses as the market is flooded with people willing to work for a lower wage if it affords them the flexibility in hours. This means therefore that businesses persue part-time workers because they cost less to employ. Students are ergo a rich source of labour because they are willing to accept the trade off of less income for more flexible hours to siut their study timetable (Furze et al. 2013:143). Labour market segregation theory further explains the drive for individuals to seek out a tertiary education in today’s modern society and the drive to up
The Industrial Revolution was a time in history from about 1740 to 1840, with booming factory development (History.com). During this time period, people were moving from their farms in the suburbs to the big cities to work in the factories. While people were moving to the cities the population in places was growing quickly which caused more poverty in the city. Owners of businesses found that if more people came for work so they could pay them less and get more workers. This made the factories horrible to work in. The factory conditions in the Industrial Revolution were appalling because there were unsafe working conditions, the owners had condescending attitudes, and there were unreal expectations.
The Occupational Outlook Handbook (OOH) provides a vast multitude of information about the career I want to pursue, film editing. I’ve been interested in film editing for five years now. Film editors organize footage and make sure the film is clear and intelligible. Another job of an editor is talking with the director to find out exactly what the goal of the picture is. Many film editors are trained to use certain editing programs. “About 3 out of 10 film and video editors are self employed…” (3) FIlm editors generally work by themselves, using primarily computers. The work environment is usually a editing room and work can be taken anywhere if necessary. Film editors only need a bachelor's degree, some colleges teach students how to use
Pollard, A., Puvris, J. & Walford, G. 1988. Education Training & the New Vocationalism: Experience and Policy. Open University Press, Milton Keynes.
Wills, P. (1977) Learning to Labour: How working Class Kids Get Working Class Jobs. Hampshire: Gower Publishing.
Employability has been defined as “the capability to gain initial employment, maintain employment and obtain new employment if required” (McQuaid and Lindsay, 2005; Hillage and Pollard, 1998). Although, the concept has been widely defined and generally accepted by researchers, there is still confusion as to how an individual tends to develop employment capacity in particular. Many researches have been conducted to identify the need to acquire and to find ways through which the capacity could be developed. The transition of the students from education to work has to be smooth to be more effective and benefit both the student as well as the general society.
...ing and Youth Labour Markets: A Cross-National Analysis IN: Blanchflower, D. and Freeman, R.Youth Employment and Joblessness in Advanced Countries. Chicago: University of Chicago Press.