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This article considers why three in ten of UK 16‐year‐olds drop out of formal education, most never to return. It argues that the issue is of critical importance for economic, social and personal reasons. It explores three alternative explanations for dropping out. The first suggests that the UK is marked by a distinct culture of low aspiration. The second finds that the system of education was designed to foster an élite at the expense of slow learners and late developers. The third argues that young people are in fact making rational choices in the light of perceived circumstances. The article concludes with suggestions for improvement, including structural reform of the system of education and changes of attitude among providers. The government is urged to take the lead
Examines the benefits of education and training. Shows that only avery low percentage of graduates or people with higher educationqualifications are unemployed. Suggests…
Examines the benefits of education and training. Shows that only a very low percentage of graduates or people with higher education qualifications are unemployed. Suggests that we should become a learning society in order to become internationally competitive. Concludes that achieving national targets for education and training is essential to our national prosperity and competitiveness.
What is the nature of work experience and how can it be facilitated effectively? In Europe, success (and failure) seems to depend on willingness, understanding and…
What is the nature of work experience and how can it be facilitated effectively? In Europe, success (and failure) seems to depend on willingness, understanding and co‐operation. Key strategies include an emphasis on communication and integration, a legal recognition of the importance of training and agreement on the purpose of work experience.
Focuses on new organizational learning initiatives and the rise of corporate universities. Considers why many organizations are shunning the traditional universities in…
Focuses on new organizational learning initiatives and the rise of corporate universities. Considers why many organizations are shunning the traditional universities in order to create their own tailor made route to learning. Highlights the changes brought about by Internet access to knowledge combined with the growth in lifelong and workplace learning. Considers the value of listening to customer feedback and considering his/her requirements with care. Education providers would be wise to look to the needs of the customer rather than stick rigidly to their own criteria.
Illustrates the way in which, within the current debate aboutwidening the participation rates of under‐represented groups in highereducation, the situation of people with…
Illustrates the way in which, within the current debate about widening the participation rates of under‐represented groups in higher education, the situation of people with disabilities has tended to be overlooked by commenting in detail on three recent policy documents. Also interprets these to suggest how their recommendations might offer improved opportunities to this disadvantaged group: finance is identified as a major obstacle whether funding individual students and funding the institutions where they study. Discusses the current methods of providing money, outlining the shortcomings of the allowances made to students and indicating the costs to an institution of developing quality provision using the case study of a polytechnic. Suggests how widening the participation of people with disabilities might be accomplished.
The research reported here attempts to identify the personal skillswhich are important in the early years of graduate employment. Theresults are based on responses from…
The research reported here attempts to identify the personal skills which are important in the early years of graduate employment. The results are based on responses from over 250 business and law graduates in the UK. When discussing the results a number of practical considerations for employers are highlighted. These include the importance of defining precise skill requirements and their relationship with attitudinal and knowledge‐based competences. The results suggest that some differences in skill requirements exist between employment sectors, and this may have implications for attempts to identify general managerial competences.