Team Seeking Vocational Training Partnership With Schools

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An experienced team has been appointed to ensure that work based learning plays a full role in developing 14-19 learning partnerships as the Welsh Assembly Government bids to transform education and training provision across Wales.

The Assembly Government is supporting a project that aims to get schools and training providers working together to provide teenagers aged between 14 and 19 with a full range of vocational, applied and academic learning opportunities. The project should also help to address reports by employers that young people are leaving school with a skills gap.

The project is being delivered by the National Training Federation Wales (NTFW), which comprises 83 quality assured training providers with links to 35,000 employers across Wales.

Appointed to lead the team is Brian Dunlop, who also doubles up as the work based learning network officer for North Wales.

Brian Dunlop (seated) with his team (from left) Sue Coleman, Andrew Dodge, Rachel Searle and Bridget Moseley.

The other work based learning network officers are Bridget Moseley for South West and Mid Wales, Andrew Dodge for South East Wales and Rachel Searle and Sue Coleman, who are job sharing the role in South Wales.

“Questions are now being asked about how the current education system works and how it relates to getting young people into jobs,” explained Mr Dunlop.

“The Welsh Assembly Government wants schools to place more emphasis on employability and, going forward, it is likely that every school in Wales will have to provide vocational learning pathways.

“I believe that there is a poor outlook in recruiting young people in the future for industry if we don’t do that. I see lots of talented young people leaving university with degrees, which are not relevant to the workplace. The idea that every young person should go to university just is not feasible.

“The NTFW has been awarded a contract to try and bridge the gap between education and employment to identify the training pathways required for young people from the age of 14 to follow a trade.

“In my opinion, the main barrier that needs to be overcome is one of language. Work based learning providers don’t speak the same language as teachers and parents, who often have little experience of industry full frameworks and NVQs.

“Another barrier is timetabling in schools; these need to be changed to allow young people to more easily combine a vocational learning route with their other school subjects. However, there are some successes within the 14-19 networks and we need to build on these to make vocational training more accessible and understandable.

“For example, a pilot project is underway for the construction and engineering sectors, which allows 14-year-olds to follow a vocational route in college that leads to a Foundation Modern Apprenticeship at the age of 16. This gives them a great start to their future career.”

He said his team’s challenge was to inform and influence Learning Partnerships and 14-19 Local Area Networks across Wales about vocational opportunities and to develop skill-based routes from the age of 14 to adult provision at all levels.

“We have appointed a very strong and experienced team to tackle this project, comprising an Estyn inspector, a former deputy headteacher and Estyn peer assessor, two chief executives of training companies and a former work based learning manager at a college,” he added.

“Our main goal is to work with partners in the 14-19 networks for the benefit of employers, education and, most importantly, young learners,” he added. “It’s all about transforming the education and work based learning system in Wales.

“I see this project as key to influencing the future of education and training and delivering skills that work for Wales.”

Education Minister Leighton Andrews said: “The Welsh Assembly Government is pleased to be able to support this important work with schools, colleges and universities so that young people aged 14-19 are offered a wider range of vocational and skill-based learning pathways, as well as improved access to higher education.”

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