Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2025-01-03T14:04:04.620Z Has data issue: false hasContentIssue false
  • English
  • Français

Shifting Foundations: the Impact of NVQs on Youth Training for the Building Trades

Published online by Cambridge University Press:  26 March 2020

Hilary Steedman  and
Julia Hawkins
Get access Rights & Permissions [Opens in a new window]

Abstract

The (1990) regulations for Youth Training (YT) combined with the introduction of assessment to NVQ standards have led to a significant reduction in the amount of mathematics taught to young building trainees compared both to the previous City and Guilds qualification and compared to what is required for young people on similar courses in France and Germany. The linking of YT funding to outcomes of NVQ assessment without proper guarantees of independence for college-based assessors has resulted in damaging pressures on colleges to deny entry to poorly-qualified trainees and to pass students who are only barely competent. The article concludes that young people on YT should be entitled to receive general education in addition to occupational competence in order to bring their provision into line with mainstream 16-19 provision in Britain, to ensure future flexibility and adaptability and to match training standards for 16-19 year olds in other European countries.

Type
Articles
Information
National Institute Economic Review , Volume 149 , August 1994 , pp. 93 - 102
Copyright
Copyright © 1994 National Institute of Economic and Social Research

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

∗

The financial support of the Nuffield Foundation for the work presented here is gratefully acknowledged. Responsibility for the views expressed is the authors' alone.

References

Callender, C., (1992), ‘Will NVQs work?’, Report No. 228, Institute of Manpower Studies, University of Sussex.Google Scholar
Felstead, A., (1994), ‘Funding government training schemes: mechanisms and consequences’, Centre for Labour Market Studies, University of Leicester, Working Papers No. 2, March.Google Scholar
Gann, D., (1991), ‘Future skill needs of the construction industries’ A Report prepared for the Employment Department by IPRA Ltd, 114 Waldegrave Road, Brighton, East Sussex BN1 6GG.Google Scholar
Gordon, J. and Campinos-Dubernet, M., (1988), ‘Grande-Bretagne: la mise en cause du système des métiers’, Formation-Emploi No. 22.Google Scholar
HMI, (1992), Construction in Further Education, Department for Education.Google Scholar
Jessup, G., (1991), Outcomes: NVQs and the Emerging Model of Education and Training, The Falmer Press.Google Scholar
Oulton, N. and Hilary Steedman (1994), ‘The British system of youth training: a comparison with Germany’. In LM Lynch (ed) Training and the Private Sector, NBER/Chicago University Press.Google Scholar
Prais SJ and Karin Wagner (1983), ‘Some practical aspects of human capital investment: training standards in five occupations in Britain and Germany’, National Institute Economic Review, No. 105, August.CrossRefGoogle Scholar
Prais SJ and Karin Wagner (1985), ‘Schooling standards in England and Germany: some summary comparisons bearing on economic performance’, National Institute Economic Review, No. 112, May.CrossRefGoogle Scholar
Prais SJ and Hilary Steedman (1986), ‘Vocational training in France and Britain: the building trades’, National Institute Economic Review, No. 116, May.CrossRefGoogle Scholar
Prais SJ (1989), ‘How Europe would see the new British initiative for standardising vocational qualifications’, National Institute Economic Review, No. 129, August.CrossRefGoogle Scholar
Prais SJ (1991), ‘Vocational qualifications in Britain and Europe: Theory and Practice’ National Institute Economic Review, No. 136, May.CrossRefGoogle Scholar
MSC/DFE (1986), Review of Vocational Qualifications in England and Wcales: A Report by the Working Group 1986, Manpower Services Commission and the Department of Education and Science, HMSO, 1986.Google Scholar
Smithers, A. (1993), All our Futures: Britain's Educational Revolution, Channel 4 Television.Google Scholar
Steedman, H., Mason, G., Wagner, K. (1991), ‘Intermediate skills in the workplace: deployment, standards and supply in France and Germany’, National Institute Economic Review, No. 136, May,CrossRefGoogle Scholar
Steedman, H. (1992), ‘Mathematics in vocational youth training for the building trades in Britain, France and Germany’, National Institute Discussion Paper No. 9, April.Google Scholar
Tourret, T. and Pam Ashley (1993), ‘Mathematics in construction National Vocational Qualifications’ Mid-Kent College of Further and Higher Education (mimeo) April.Google Scholar
Wolf, A. (1991), ‘Assessing core skills: wisdom or wild goose chase?, Cambridge Journal of Education, Vol. 21, No. 2.CrossRefGoogle Scholar
Wolf, A. (1992), ‘Mathematics for vocational students in France and England: contrasting provision and consequences’ National Institute Discussion Paper No. 23, September.Google Scholar