Search results

This article reports on a pilot graduate apprenticeship in hospitality management, currently delivered at Birmingham College of Food, Tourism and Creative Studies (BCFTCS). The graduate apprenticeship at BCFTCS involves the integration of key skills and level four NVQ units into the established hospitality business management undergraduate degree programme. Key outcomes to emerge from the design, implementation and first year delivery of the graduate apprenticeship are discussed to assess if the integration of key skills and NVQs into an existing programme of study provides added value to the student learning experience. The major benefits and challenges which a programme involving a coalescence of key skills, HE award and NVQs offers HE institutions and employers are discussed.

The purpose of this paper is to investigate whether labour market entry via temporary work has any (persistent) effects on labour market outcomes.

Using unique data on several cohorts of graduates from the German apprenticeship system, the authors interpret labour market entry via temporary work agency (TWA) work as a treatment and apply propensity score matching and the control function approach to investigate corresponding effects.

The results indicate a pronounced wage gap but no significant wage disadvantage in the medium term for graduates who switch to regular employment. Nevertheless, approximately 30 per cent of the graduates do not manage to leave the temporary help sector and, as a result, suffer persistent wage penalties.

The numerous studies that investigate the consequences of TWA work on individual labour market performance have not considered the specific situation of young workers after graduation. The rapidly increasing percentage of TWA jobs and the above average share of young workers among temporary workers call for corresponding evidence.

This study aims to evaluate the effectiveness of the government-incentivised i-Ready programme in alleviating youth unemployment in terms of the transition from education to the labour force market.

Focus group discussions are conducted to reveal the perceptions and experiences of the apprentices in the i-Ready programme. The SWOT (strengths, weaknesses, opportunities and threats) analysis framework is used to evaluate the effectiveness of the i-Ready apprenticeship model in building a future-ready human capital.

The study found that the JobCentre agency utilises online recruitment technology and proactively promotes work-based training in the public and private sectors. However, the apprenticeship still needs to improve programme coordination and provide an inclusive regulatory framework. The study also discovered that internships could enhance in-demand skills training and establish apprentices as a crisis-recovery workforce.

The findings are based on a small-scale focus group study and represent the current state of the i-Ready programme. Future research integrating data from multiple stakeholders is recommended to provide a more thorough picture.

In terms of efficacy, the findings indicate that i-Ready has made significant contributions to local employment and, with certain modifications, is on the correct route to producing future-ready youth.

To date, there has been no research on the effectiveness of the national i-Ready programme system as a strategy that may help alleviate Brunei's youth unemployment crisis.

The purpose of this paper is to outline the different types and features of apprenticeships available in the 1950s.

The term “apprenticeship” has lost the weight it had when it was originally conceived in the sixteenth century, and has now (at the time of writing) become a blanket term. It covers: temporary and transient positions – messengers, lorry‐drivers' mates, etc.; juvenile workers – assembly line work (little or no training) and “genuine apprentices” – including craft/trade apprenticeships, student or technical apprenticeships, and graduate apprenticeships. People are assigned to a grade of apprenticeship based on how a person achieves in the national educational system.

Apprenticeships vary in terms of: length of training, content, future career progression possibilities and education provided. It is suggested that the industry joined and training provided, alongside the opportunities available may be more valuable to a school leaver than an “apprenticeship”.

This paper provides a useful look on the role of an apprentice in the 1950s.

The purpose of this paper is to estimate the effect of mobility on the apprentices’ wages.

Using a French longitudinal survey concerned with young people’s entry into the labor market and their subsequent employment trajectories, this paper estimates the impact of mobility on post-apprenticeship wages correcting for different selection bias.

Mobility is both voluntary and enforced. It combines imposed selection mechanisms and more active match searching behaviors on the part of apprentices. Apprentices who change employer do not have significant lower starting wages than those who remain in their training firms. Nevertheless, in the medium term, those who defer their moves tend to benefit more from their mobility. Those who move immediately see their wage rising less sharply.

The findings indicate that policy makers should be concerned with job mobility at the end of the apprenticeship contract. Manpower policies should focus on measures that enhance the transferability of accumulated skills and the acquisition of new skills by apprentices.

To the author’ best knowledge, this is the first paper studying the effect of mobility on apprentices’ wages in a dynamic perspective and correcting for the selection of different categories of mobility (immediate vs deferred mobility).

Impactful pedagogies in Higher Education are required to meet the challenges of the twenty-first century. This chapter outlines an inclusive, flexible, and work-based learning curriculum design framework to respond to these needs. Two cases from Glasgow Caledonian University (GCU) are used to illustrate this framework in a transnational educational context in Sub-Saharan Africa. Case one explores the impact of a Railway Operations Management program in South Africa, where the views of two cohorts of 137 recent graduates were gathered through an online questionnaire. Case two examines the views of Optometry/Orthoptics students who undertook an intensive two-week clinical work experience on the train-based clinic (Phelophepa train) in South Africa; data was gathered through an online questionnaire from 58 participating students since 2014. Both examples highlight transformative personal experiences and impacts of their education beyond just their studies – to a clearer sense of personal and professional pride, to becoming role models for their families and to developing meta-cognitive skills to support lifelong learning. In the Railway Operations Management example, additional benefits were seen to their organization – through improved interpersonal skills, decision-making, and problem-solving and creating knowledge-sharing – whereas in the Optometry/Orthoptics case life-changing impacts to patients were delivered through this work experience.

This paper seeks to describe food‐company Tulip's Talent for the New Generation scheme, which provides first‐hand experience across the industry to young people at every level of education.

The paper explains the origins of the scheme and the form it takes. It includes first‐hand descriptions by some of the people taking part in the scheme.

The paper describes the enthusiasm of young graduates, apprentices and people on industrial placements at Tulip.

The paper highlights the benefits to the company – whose growth depends on young talent – and to the individuals of the various training opportunities available at Tulip.

The paper outlines the real opportunities for participants to achieve their full potential by gaining experience with a fast‐growing business.

The paper reveals that the “opportunity for all” approach at Tulip seeks to ensure that, from face‐to‐face courses to one‐to‐one mentoring, employees are supported at every step of their career.

In the course of a Lords debate on the use of manpower, Lord Shepherd, for the Government, said that the Industrial Training Act was now getting under way. Thirteen training boards had been set up and it was quite clear that they had accepted their responsibilities with enthusiasm. Statutory authority was there. But they needed great co‐operation between both sides of industry if that Act was to work properly.

The purpose of this paper is to examine, evaluate and analyse the degree to which effective leadership can contribute to the success of any business including, in this instance, a specific higher educational institution (HEI).

The current challenging economic climate views most leaders within the public and private sectors, as having to manage in an époque of heightened uncertainty. Thus, the majority of businesses today seek ways in which they can work smarter within the perimeters of their valuable, but, nonetheless, limited, resources. The paper argues a successful work‐based learning (WBL) leader can improve the learners’ performances by instilling a degree of purpose and value into the learning process, achieved through mentoring and coaching of students, thus enabling their rapport to identify what is of importance, or value to themselves during their individual period of study.

The HEI examined, with its hierarchical structure and traditional learning programmes, seems appropriate to adapt to the challenges of the external environment whilst appreciating and recognising its internal assets. Within WBL, the leadership role is not “clear‐cut” as its collegial approach enhances the knowledge transfer process as it is at a pace set and agreed to the ability of the WBL students, who adopt responsibility for their own learning. Leadership and teacher development, through the concept of “Distributive Leadership”, can support an environment of “calculated risk”, to advance the HEI's reputation and corporate social responsibilities to its surrounding community.

The paper discusses the concept of leadership and how the WBL approach to learning/teaching, within HEIs, has helped to develop and advance this concept. It illustrates how WBL enhances the performance of an HEI, and the teaching/learning experience, through considering the role of the head teacher, teachers and students. All these elements are discussed against a backdrop of the challenges that an uncertain business environment presents; the main impact being that many HEIs are having to operate like a business and find practical methods to meet these challenges to attract new business and secure its existence.