The Assessment: Education, Training and Economic Performance

Reconceptualising apprenticeship: exploring the relationship between work and learning

“…Typically, the State only intervened during times of particular stress, most notably during wartime, and the unemployment rise of the 1920s and 30s (see Rainbird, 1990). On the part of British employers, report after report has shown that they invest very little in training compared to their foreign competitors and, when recession comes, training is often the first item to be cut (see Keep & Mayhew, 1988). In Autumn 1996, only 14% of the working population of Great Britain were receiving some form of job-related training (LMT, 1996).…”

“…We are most definitely not wishing to ignore the very important criticisms of policy-making which have highlighted, for example, the divisive funding regimes which have annually reduced the resources available to providers and the competitive ethos which mitigates against the chances of young people choosing the most appropriate postcompulsory route. For some of the most trenchant critiques of UK VET policy, see Keep & Mayhew (1988), Raggatt & Unwin (1991), Gleeson (1989) and Ryan (1991). We wish, however, to begin to redress the balance by paying attention to the function, purpose and lived experience of VET as practised every day in workplaces, colleges and training centres throughout the United Kingdom.…”

Employer‐led Realities: apprenticeship past and present

“…(Field, 1994, p. 30) Like their medieval predecessors, the trades unions, from the 1850s onwards, controlled entry to a range of occupations, the content of the apprentice's training, and insisted on a progression route tied strictly to the amount of 'time served'. Keep & Mayhew (1988) point out that whilst such features were not usually to be found in the apprenticeship systems of other countries, they were perpetuated here by the attitudes of both the craft unions and employers and allowed to transfer into new industries. What Keep & Mayhew call "inflexible models of handicraft trade apprenticeships" were seen as acceptable by employers who were happy to continue operating within an understanding British product market and for whom a move towards mass production was not attractive.…”

Purposive Teaching Styles for Transdisciplinary AEC Education: A Diagnostic Learning Styles Questionnaire

“…Providing education and training for learners is therefore viewed as one of the most important aspects to be considered (Nel, 2011). On this theme, research has attempted to correlate the success of individual organisations with their education and training policies -as this is intrinsically liked to organisational success (Keep and Mayhew (1988). Moreover, education and training is an important factor that can be seen to help facilitate an organisation's expansion; whilst also developing its potential to enhance overall profitability (Cosh et al, 1998).…”

The failure of competence‐based qualifications: an analysis of work‐based vocational education policy in Scotland

“…This is particularly the case where the overwhelming majority of businesses are small-to medium-sized enterprises that have a reluctance to invest in the development of a skilled workforce (Finegold and Soskice 1988, Keep andMayhew 1988, Westhead andStorey 1997). An important objective of any vocational education system is to identify and attempt to meet such skill shortages in order to compensate for potential market failures.…”