- April 5, 2018
- Vitas Consult
- Education & Learning, Talent Risk Management
- Comments Off on Investing In Transitions
Any bar room discussion where the word “transition” recurs is likely to be focused on the UK’s transition period due to kick in as the UK leaves the EU in March 2019. There are other, and we would say, equally complicated and life determining transitions that need to be made. As a former global talent leader with experience managing talent in over one hundred countries I consider that the education to work and training transition experiences offered to young people in the UK are letting down a generation. I am not alone in this.
A House of Lords select committee found, in February, that the apprenticeship system was “woefully inadequate”. The levy system, designed to ensure that three million people start an apprenticeship by 2020, is – on the evidence of new starts – actively repelling rather than encouraging employers to invest in apprenticeships.
Ofsted inspects the support system for apprenticeships: the colleges and training providers that offer the vocational training. They have concluded that 51% are either inadequate or needing improvement. Meantime, a January 2018 CIPD survey found that employers were actively engaged in “rebadging” training for existing employees as an apprenticeship in order to recoup the costs of the levy. The need for some agreed “red lines” here is clear.
Ethical trade addresses the ethical aspects of organisations including worker welfare. Many multinational organisations have adopted ethical trade policies that are policed by auditors monitoring the conditions of workers in their supply chains. Coherent with this good practice you might expect to find that, within the UK, there are no unpaid internships: you would be wrong. Between 70,000 and 100,000 unpaid internships are estimated to take place in the UK every year. Many of these young people work in London and certain industries have now established career entry routes that customarily rely on “serving an internship” as part of a threshold experience. Curious that, in years past, the commonplace phrase would have been “serving an apprenticeship” and yet today the legal status and, therefore, the remuneration – if any – due to an intern is a matter for the courts. When is an intern not an employee? Perhaps when they are a volunteer? Are they entitled to the National Minimum Wage: it depends.
Given all of this complexity, the House of Lords Select Committee on Social Mobility report “Overlooked and left behind” (April 2016) was surely correct in concluding that: “Every young person should have access to independent, impartial careers advice.” Careers education and guidance are important for social mobility. This is because knowing about the options available, and the skills needed to navigate those options, are a key part of a successful transition to work. The Education Act 2011, which made schools responsible for providing independent and impartial careers advice and guidance, also defined “independent” as “provided other than by a teacher employed or engaged at the school, or any other person employed at the school”. Impartial was defined as “showing no bias towards any education or work option”. Whilst these definitions are helpful, schools could be forgiven for being confused given that the same Act also removed their statutory duty to provide careers education!
Realistically, the funding and performance table system does not incentivise schools to give independent careers advice. It is hardly surprising that the House of Lords heard repeated testimony confirming what The Prince’s Trust told Peers, that: “schools have become increasingly focused on preparing for exams and less focused on preparing young people for the world of work.”
On the evidence so far cited, I would contend that the need for excellent, independent career advice based on a strong foundation of careers education is now more important than it has been for decades. For economic, social, mobility, skills, health and moral reasons we should be investing in helping young people make their transition from school to work because the dilemmas they face are huge.