1. Supporting vocational skills and workplace learning – still undervalued and misunderstood? Regional Skills Partnerships in a Global Economy Conference June 23rd 2005 Professor Lorna Unwin Centre for Labour Market Studies University of Leicester

3. Challenges : Work Environment Primary goal of any workplace is to produce goods and services Workplaces differ according to history, values, product market position, personalities, cultures - each creates a different learning environment Changing perceptions of skills - shift to ‘soft’

4. Challenges: VET System Completion and attainment rates problematic Traditional models of VET (apprenticeship) struggle in voluntarist system and in service sectors Problem for 14-19 year olds - how to protect rights to quality programme and progression Employers need support to create appropriate workforce development strategies

5. Sectoral Differences Advanced Apps (level 3) - completion of framework ranges from 24% in hospitality to 46% in engineering. Completion of NVQ ranges from 30% in hospitality to 53% in engineering. Apprenticeships (level 2) - completion of framework ranges from 31% in construction to 14% in health/social care. Completion of NVQ ranges from 43% in construction to 32% in engineering. Retail has very poor figures - 20% completion of level 3 framework and 22% completion of level 2 framework.

6. Expansive-Restrictive Framework Expansive Environments: See apprentice/employee as both ‘learner’ and ‘worker’ Combine on and off-the-job learning Require knowledge-based qualifications - provide progression route to higher VQs and further education Are embedded within broader workforce development strategy - older employees see value in supporting younger workers

7. Restrictive Environments Restrict learning opportunities to on-the-job Want apprentice to be as productive as quickly as possible - deny identity as learner Have limited opportunities to cross boundaries at work, access to new tasks, new people Under-value employees’ ideas and expertise Have limited aspirations for workforce in general

8. Using the expansive-restrictive model The model could be used by any organisation (pubic or private sector) as an analytical tool To move away from the restrictive end of the continuum towards the expansive end, organisations need to understand that learning is a product of and dependent on the organisation’s culture, vision, values and structures Individuals will respond positively in an expansive culture which values and makes use of their skills and knowledge

9. Policy Implications How do we provide quality programmes for young people in sectors with jobs with limited range of vocational knowledge and restricted skills? Can we meet sectoral needs and protect entitlement/progression? Need cadre of specialists to work with employers Centres of Vocational Excellence in colleges could play key role One size, national programmes difficult to sustain

10. Who Cares? I have been an apprentice for 6 months. My employer says I’ve done enough training and don’t need the NVQ. Who will help me complete my apprenticeship? Training provider Connexions Local LSC SSC National LSC DfES QCA RDA Apprenticeship Task Force Ruth Kelly My MP, Richard and Judy, Digby Jones, Brendan Barber, Bono

11. Research Details Contact: l.unwin@leicester.ac.ukl.unwin@leicester.ac.uk See also: www.clms.le.ac.uk