Clients, claimants or learners? Exploring the joined‐up working of New Deal for 18–24 year olds

Salisbury, Jane

doi:10.1080/0268093042000182645

Cited by 5 publications

(5 citation statements)

References 11 publications

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“…For those following high-status routes in further or higher education, the insertion of 'employability' can mean little more than a perturbation to well-established academic or vocational courses. For others, particularly at the lowest positions in the hierarchy, 'employability' can come to dominate their educational experiences -and occasionally to disrupt them, as in the pressures to move New Deal 'clients' from academic to low-level vocational courses reported by Salisbury (2004). Bernstein (2000) discussed the emergence of new curriculum forms based on this way of thinking about employability in his analysis of the 'generic mode' of pedagogic discourse.…”

Section: Trainability and The Generic Mode Of Pedagogic Discoursementioning

confidence: 97%

Entry to employment: discourses of inclusion and employability in work‐based learning for young people

Simmons

2009

Journal of Education and Work

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Section: Trainability and The Generic Mode Of Pedagogic Discoursementioning

confidence: 97%

Entry to employment: discourses of inclusion and employability in work‐based learning for young people

Simmons

2009

Journal of Education and Work

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“…First, we examine the changes that practitioners have experienced in the outcomes expected from adult literacy programmes. We are prioritising outcome measurements because these externally imposed criteria privilege those aspects of performance which can be quantified and generally fail to recognize more qualitative, equally important changes (Salisbury, 2004). The consequence of this narrowing of the curriculum in response to these externally imposed outcomes tends to result in a deficit approach to learners' own knowledge (Tett, Hamilton and Crowther, 2012).…”

Section: Methodsmentioning

confidence: 99%

“…This combination of a focus on skills and the economy on the one hand, and reducing welfare expenditure on the other, is based on a 'work first' approach to employability 'where programmes focus mainly on compulsory job search and short-term interventions to facilitate a quick return to work' (Lindsay et al 2007,539). Critics have argued that this approach means that the unemployed and inactive are encouraged to enter the labour market as quickly as possible, potentially by accepting low-paid or inappropriate jobs, and this, in turn, means that disadvantaged people are dealt with by using a standardised, short-term intervention model (Salisbury, 2004). In addition, the strong punitive elements of the sanctions were designed to increase the speed of return to the labour market and were not concerned about whether jobs were sustainable or led to improvements in participants' employability or health (Carter and Whitworth, 2017).…”

Section: Human Capital Discourses In Transnational and National Educamentioning

confidence: 99%

Adult literacy practitioners and employability skills: resisting neo-liberalism?

Allatt

Tett

2018

Journal of Education Policy

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We draw on theories of policy enactment to explore the ways in which the situated, material and external contexts and professional cultures in adult literacy in the UK have influenced practitioners. Our analysis of the transnational (OECD, EU) and UK external policy contexts found that skills-related education is prioritised, with a focus on economic growth through increased productivity and accountability. This can lead to a narrow conceptualisation of literacy as a set of information processing skills needed for employment that limits the curriculum so that the knowledge of the participants is ignored. However, our findings show that there is not a one-way flow from the transnational to the local. Instead, literacy practitioners translate and enact policy texts based on their situated contexts and professional cultures leading to approaches to teaching and learning that keep learners and their goals at the centre of the curriculum. We conclude that shared understandings of good practice and an underpinning value system, along with creative ways of delivering pre-set outcomes, allow practitioners to resist to some extent the neoliberal discourse whilst meeting the requirements of policy and funding. However, how feasible delivering this alternative curriculum is over the longer term remains to be seen.

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“…Policies related to training programmes are dominated by discourses of individualisation and based on a deficit model of the individual, where unemployment is located in an individual's lack of employability (Brine, 2002;Archer and Yamashita, 2003;Salisbury, 2004). Such assumptions underpin New Labour's agenda to tackle social exclusion, disaffection and disengagement.…”

Section: Realistic Expectations: Accounting For Young People's Progrementioning

confidence: 99%

“…Central to current concepts of accountability is the notion that performance can be reported on, compared and managed through indicators and targets (Salisbury, 2004). For post-16 provision this includes LSC achievement targets for the number of 19 year-olds qualified to at least NVQ level 2 and participation targets for the number of 16-18 year-olds participating in learning (GHK, 2004).…”

Section: Realistic Expectations: Accounting For Young People's Progrementioning

confidence: 99%

Realistic expectations: accounting for young people's progress in training programmes

Devanney

2009

International Journal of Public Sector Management

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Design/methodology/approachAn in-depth study, over a two-year period, of a number of training programmes combining participant observation and qualitative directed data collection. FindingsWorkers need to be sensitive to young people's previous educational experiences and social context while encouraging participation in education-based work. Personal problems had to be addressed if progress towards the target of education, employment or training was to be achieved. Effective programmes rely upon the front-line workers but the systems of accountability cannot consider developmental work and the significance of young people's immediate context. The role of training programmes needs to be understood within the wider socio-economic context. 2 Research limitations/implicationsThe study of a small number of training programmes so it is not possible to generalise from the findings. A limitation of the paper is that the ethical, moral and practical implications of the study are not explored. Practical implicationsThis paper aimed to communicate and extend understanding of the complexity involved in the delivery of training programmes for young people. Originality/value of paperProviding practitioners working in training settings with an account of the work which may address some of the criticisms often levelled at this area. It has potential value to inform policy implementation and the recording of outcomes in the area of youth training.

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Clients, claimants or learners? Exploring the joined‐up working of New Deal for 18–24 year olds

Cited by 5 publications

References 11 publications

Entry to employment: discourses of inclusion and employability in work‐based learning for young people

Entry to employment: discourses of inclusion and employability in work‐based learning for young people

Adult literacy practitioners and employability skills: resisting neo-liberalism?

Realistic expectations: accounting for young people's progress in training programmes

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