Search results

Co‐operative education receives worldwide interest and attention has been given to the better implementation of the policy of synthesizing education and production. There has also been a focus on the integration of students into the world of work. The principle was adopted in the BEng course in Building Services Engineering offered by the Hong Kong Polytechnic and it is recognized that industrial training forms an essential part in the development of a building services engineer. The HKIE has identified a training scheme for the training of graduates and the scheme in the building services discipline has been undertaken by undergraduates in the BEng (Hons) course for the past four years. Evaluates the effectiveness of the scheme through a survey carried out in which students were asked questions about the training they received. Suggests recommendations, as a consequence of the survey, to improve the training system, including its technical content, management and administration.

This paper reports a study comparing perceptions, attitudes and job outcomes of participants whilst attending pre‐employment government training. Carried out so that tutors may gain a better understanding of client need in the Greater Manchester area 1999/2000, the focus of discussion was based on Jobclub and Work Based Training as voluntary training and Jobplan and New Deal 18‐24, which are mandatory. The qualitative study sought to explore and address whether gender, age, health, previous qualification or course content had any bearing on results. Study found that respondents on Jobclub and Work Based Training perceived their courses in a mostly positive light and attitudes were favourable. Consequently these clients gained more jobs than mandatory referrals. New Deal trainees were the least positive and gained fewer jobs. These noted attitudes will serve to provide guidance for tutors when developing the structure and content of future training schemes.

Introduction: The Udaan Scheme was implemented in response to enduring conflict, economic downturn, and employment scarcity. Under the Rangarajan Committee, the scheme aimed to address unemployment in a selected region through skill development programmes. Based on practical experience, Udaan aimed to build a competitive workforce for India and the global economy.

Purpose: The purpose of the study is to evaluate the success ratio of the Udaan Scheme in addressing the employment challenges faced by the youth.

Need of the study: The chapter highlights the potential of the scheme to be a part of a resilient industry for job employability in politically disturbed areas.

Methodology: The compiled data were analysed using a spreadsheet collected from online sources, providing information on the number of registrations for the skill development programme between March 2012 and May 2018, that is, the programme’s implementation in the pre-UT era, mainly sourced from the Udaan Impact Assessment Report and the Review of the Udaan Scheme in Jammu and Kashmir (J&K).

Findings: The programme, which provided professional training and increased the job-securing capacity of youth, has had a dismal success rate despite the government’s investment of Rs 246 crore. The initiative has employed less than 10,000 individuals, or at most 10% of the target population, falling short of its claimed goals.

Significance of the study in the global market: The scheme addresses unemployment and career development for educated youth, enhancing India’s economic growth and global competitiveness. By providing skill development and exposure to the corporate sector, it empowers youth and attracts international business opportunities. It aligns with global efforts to bridge the skills gap and showcases India’s commitment to human capital development in a conflict-driven state.

The link between training and industrial competitiveness was emphasised in earlier articles by Geoffrey Holland and Jenny Bacon in this journal. This is also the message which underlies current developments on youth training in Britain. From next April the Youth Training Scheme — introduced in 1983 to provide foundation training for school leavers — will be extended to give all 16 and 17 year olds entering the labour market the opportunity to obtain a vocational qualification.

The purpose of this paper is to give details of an operation carried out in Sheffield to increase the recruitment of young men into the steel forging industry.

The Sheffield Forges Co‐operative Training Scheme was designed to encourage boys to enter the forging industry and to provide them with training and education to become skilled and knowledgeable forgemen. The scheme would last two years, and the boys would spend three days per week at their recruiting company, one day per week receiving specialised training at a forging hammer at a separate site, and one day a week at the Sheffield College of Further Education, where he would take a general course including English, social studies, calculations, elementary science and metal work. The boys also studied the general section of the City and Guilds Iron and Steel Operatives' Course and the Forgings, Pressings and Stampings section of the course, in order to receive training specifically for employment on hammer forging.

This scheme shows recruits that a production job in forges can be interesting, and it can be one in which they progress. It gives them a status which had never before been present when entering forge work. Following the successful beginnings of this scheme, similar schemes are being investigated in melting shops and rolling mills.

The Sheffield Forges Co‐operative Training Scheme was created to solve recruitment and training problems in the forging industry.

PLANS TO SET UP CLASSES in Government Training Centres to provide first‐year apprentice training were officially made public on 11th April, four weeks after the Financial Times and the Daily Mail had unofficially announced them in their own columns. But though the announcement was preceded by a period of delay and uncertainty, when the plans were made known they were unassailably sound and contained none of the woolly features that had marred the Cardiff scheme for a civic apprentice training centre — the only comparable proposal in the country to date. When Cardiff made public its own plan in late 1958, criticism showered in from many quarters and it is impressive to note that the present scheme to use government training centres for training apprentices has, with meticulous exactness, met all the serious criticisms levelled at the Cardiff proposal.

The aim of this article is to detail the day to day experience of the Junior Cadet component of the Australian scheme of universal military service from 1911‐31. Its focus, therefore, is on describing the administrative and practical functioning of the Junior Cadet system. It does not, for example, seek to address issues such as the social or psychological impact of the scheme or its long‐term effects on the development of education in Australia. Nor does it explore questions of how or why the system evolved as it did. Such matters have been the subject of past, and will no doubt be the focus of future research. As space precludes an in depth investigation of all aspects of the practical conduct of the Junior Cadet scheme, a number of important themes will therefore be traced that, taken together, provide a reasonably full picture of how the system functioned. Beginning with its origins, the article traces the evolution of its purpose, organisation/structure, teacher‐officer instructional staff, training activities, and the eventual dismantling of the scheme. Building on the practice of military‐styled ‘drill’ in many colonial schools prior to Federation, and embedded in the wider theory and practice of universal military service, this scheme was (and remains) a unique experiment in the history of Australian education.

In the mid‐1970s, there was an upsurge of interest in the notion of worker participation at board level. Several influences contributed to this development, including initiatives from the EEC, experience of worker directors at BSC, political commitment from the then Labour Government, culminating in the establishment of a Committee of Inquiry. It was at this time an unknown researcher with research experience of participation in joint consultative committees — amongst other things — began negotiations with the Department of Employment for monies to pursue her research interests. The outcome was the “worker director project” based at the University of Nottingham. The aim of the project was to examine the role of worker directors in private sector companies. Few companies fitting that description could be found, but of the seven which co‐operated in the research, all were different in many respects. The worker director schemes which they had fostered too were different. This monograph presents brief case descriptions of four of these firms. An attempt is made to highlight the salient features of each which were perceived to be influential in shaping the scheme. Thus various contextual factors are discussed, so too are role and role‐related issues; the extent of training and preparation of the worker director; the amount of information disclosed to and by her/him. Finally, a list of criteria are suggested as guides for assessing and evaluating such schemes, not so much by their own lights, but as a reasonably detached, independent observer.

This year, the Manpower Services Commission (MSC, UK) is introducing their new Youth Training Scheme. Some 41 pilot schemes have already been validated. This scheme, which is supported by both sides of industry, will give all young people under the age of 18 the opportunity to acquire a job‐related skill. To achieve this, employers will be subsidised to a total of a £1 billion. This investment will allow both the present Youth Opportunities Scheme and time‐serving apprenticeships to be replaced. By 1985, training to a certificate standard of performance will be available to employed and unemployed young people alike. This will emphasise the importance of the transition by the individual from school to work, and will move the last years of school life, as well as tertiary education, to a more vocationally oriented base. By developing a greater flexibility in those completing the training, it is anticipated that British practice will be brought into line with that found in Europe.

For many years the demise of the graduate recruitment scheme has been predicted, some suggesting that dynamic employers want graduates that can take substantial responsibility and contribute to bottom line profitability within months of joining an organisation. Contrary to this view, some “blue chip” (organisation that if invested in, would be considered to be very reliable and safe and among the strongest performers in its sector) employers have retained their “scheme”, believing that hand picked recruits developed in(to) the organisational “mould” are more likely to achieve the medium‐ to long‐term results so desperately sought. This paper demonstrates that one such scheme produces greater career progression among scheme recruits when compared to graduates recruited outside the scheme. Further, this paper demonstrates that one such organisation operating such a scheme actively facilitates the personal development of such scheme entrants to generate enhanced career progression as a consequence of enhanced performance. The paper concludes that scheme practices could be equally applied to non‐scheme recruits to further enhance the overall performance of the organisation.