As the East London Vocational Education and Training: Innovation Through Partnership Programme (ELVET) comes to an end it is timely to offer some reflections on this important initiative. ELVET was a two-year programme funded by the JP Morgan Chase Foundation and led by UCL Institute of Education (IoE) in partnership with the Association of Colleges […]
This document, launched on a day when the UK media was obsessing about the engagement of the nth in line to the throne to an American actress rather than our economic future, did not appear trailing clouds of glory. Rather, it emerged cushioned by a set of fairly limited expectations. In the event, this was […]
Evidence over ten years from the Higher Education Statistics Agency has already confirmed (see SKOPE Research Paper 122) that most (first degree) graduates of specific Engineering discipline courses from UK universities do not then go on to work in the ‘natural’ Manufacturing sector corresponding to the discipline. In all cases the fraction who do go […]
While writing an article on New Labour’s Train to Gain programme, I recently re-discovered a paper I had written in 2003 for the SKOPE High Skills Vision Conference, which we organised in September that year at Warwick University. The conference’s aim was to review progress towards achieving a high skills economy in the UK. I […]
With the arrival of the levy now looming, this short blog offers some reflections on both the process issues raised by the apprenticeship reform programme, and also on some underlying questions that it leaves hanging. I start with policy process. As I have observed in oral evidence to the House of Commons joint BIS/DfE select […]
Toward the end of last year I attended a conference on education and employer engagement. One session in particular interested me and I sat in the audience of a panel session discussing employer engagement and governance. The session actually revolved around multi-academy trusts and employer engagement. It was heavily schools focussed, particularly on the children […]
This comment piece offers some initial reactions to the Government’s Post-16 Skills Plan (BIS, 2016a). It does not try to cover every aspect of what is being recommended, it simply focuses on those areas that the author deems most important or contentious. Although references to the Sainsbury Review of technical education (Sainsbury et al, 2016) are made in what follows, since the Skills Plan is the government’s response to the Review, a detailed analysis of Sainsbury is a much bigger exercise and not one that is being attempted here.