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This paper examines issues related to the future supply of registered nursing staff, midwives and health visitors in the National Health Service (NHS) in England at a time when there are major public sector funding constraints and as more of these staff are reaching retirement age. Based on available workforce data, the paper reviews different possible scenarios for the supply of NHS nurses over a ten year period, assessing the impact of different numbers of new staff being trained and of varying retirement patterns from the ageing profession. The government in England has more policy levers available than is the case in many other countries. It determines the number of pre-registration training places that are commissioned and funded, it is the major employer, and it also controls the inflow of nurses from other countries through migration policies. Scenario models provide a picture of what the future might look like under various assumptions. These outcomes can be quantified and the results used to assess the risks and opportunities of alternate policy decisions. The approach used in this paper is that of the aggregate deterministic supply model. As part of this exercise, eight scenarios were selected and modelled. These were: A. "No change"--current inflows and outflows B. "Redundancies"--current inflow with higher outflow C. "Improved retention"--current inflow with lower outflow D. "Reduced training intakes A"--lower inflows with lower outflow E. "Reduced training intakes B" - lower inflow with higher outflows F. "Pension time-bomb"--current inflow with a higher rate of retirement G. "Pension delayed"--current inflow with a lower rate of retirement H. "Worst case"--lower inflow and higher outflow including higher retirement Most of the scenarios indicate that a reduction in the supply of nursing staff to NHS England is possible over the next ten years. Small changes in assumptions can make a substantial difference to outcomes and therefore emphasize the point that it is unwise to base policy decisions on a single projection. It is important that different scenarios are considered that may be regarded as possible futures, based on a realistic assessment of the available workforce data, policies and broader labour market and funding outlook. [ABSTRACT FROM AUTHOR]

Drawing on case study evidence from three deprived urban neighbourhoods in England, this paper explores the influence of social networks and attachment to place on young people’s access to training and employment opportunities. The findings presented contribute to the emerging literature which highlights the importance that place-based social networks have in facilitating young people’s access to training and employment opportunities through provision of trusted information, references and role models. Moreover, the evidence also demonstrates how both social networks and attachment to place may constrain geographical and social horizons, and therefore limit the available opportunities in employment and training that young people perceive are open to them. The paper concludes by focusing on policy implications. In particular, it is argued that it is important that the influence of social networks, place attachment and associated subjective geographies is recognised by academics and policy-makers seeking a better understanding of the attitudes and perceptions of young people towards training and employment—especially in deprived areas. [ABSTRACT FROM PUBLISHER]

This paper examines factors that are associated with the probability of completion of apprenticeship programmes by individual learners in England. Data are from the 2008/2009 academic year Individualised Learner Record – the administrative database containing information on all learners in the Further Education system in England. The analysis considers various factors including demographic characteristics of apprentices, aspects of their programme and an indicator of the local labour market context in which they participate in the apprenticeship. The study considers both Apprenticeships (Level 2) and Advanced Apprenticeships (Level 3) and finds a variety of factors that have a significant effect on the likelihood of completion. Gender-related differences are found only within particular frameworks (akin to the subject or sector). Local unemployment rates are found to have a significant effect on the probability of completion with the direction of this relationship differing between the two levels. The findings highlight that the contemporaneous goals of increasing participation in apprenticeship and improving completion rates cannot be easily achieved through the same actions. Despite this, the importance of completion of an apprenticeship cannot be denied for a variety of reasons including the penalties individuals may suffer in the labour market due to non-completion. [ABSTRACT FROM AUTHOR]

Despite the ambition of an employer-led vocational education and training system, a lack of employer engagement in workplace training continues to be reported in England. There seems to be a mismatch between national policy level expectations of how employers should be engaging in workplace training and the practicalities of employer engagement at the local level. This paper presents findings from insider research on employer engagement in Train to Gain, the recent UK government flagship workplace training programme. The study draws on interviews with training providers and government contract managers in one local area to examine the impact of programme structures and funding arrangements on employer engagement and to identify lessons to be learnt. In their interview accounts, training providers identified rigidity and instability in government funding and management system structures as having constrained employer engagement in Train to Gain at the local level. The findings have implications for workplace training policy by suggesting that programmes with stable funding and local flexibility enable more effective employer engagement. [ABSTRACT FROM AUTHOR]

This paper examines recent development in Apprenticeship training in England. Since the introduction of Modern Apprenticeships in the mid-1990s this form of training has been subject to much analysis and reform. This paper summarises the current situation and highlights some of the challenges and opportunities which face Apprenticeship over the short to medium term as it seeks to establish itself as a main alternative to the academic pathway through further education. [ABSTRACT FROM AUTHOR]

Purpose – The main aims of this paper are to determine the extent to which experienced traders in investment banks based in London are learning by informal methods, which methods are to the fore, and whether HRD staff are providing support for informal learning. It also seeks to find evidence that such investment banks were attempting to become learning organisations. Design/methodology/approach – Empirical research was conducted involving in-depth semi-structured interviews with experienced traders, line managers of traders, and HRD professionals involved in the training of traders in London based investment banks. Findings – Most of the ongoing learning conducted by traders was informal, and on-the-job in nature. This informal learning was ad hoc, poorly recorded, and limited in scope. Support of line managers to learning by their subordinate traders was patchy, with little accountability. HRD professionals were almost entirely concerned with organising formal training courses, and had little knowledge of, or involvement with, informal learning by traders. There was very little evidence of investment banks striving to become learning organisations. Research limitations/implications – The research study was limited to those investment banks willing to take part in the study, and by the banks selecting those to be interviewed. Practical implications – Investment banks have become a powerful component of the UK economy, and the ways in which their traders learn, or could learn, effectively in terms of competence improvement is key to the performance of these banks. Originality/value – Informal learning by traders in investment banks in the UK has been little researched to date. This paper addresses this inadequacy. [ABSTRACT FROM AUTHOR]

The paper arises from my PhD thesis on the learner biographies of retail and motor vehicle maintenance apprentices in Germany and England which explores the interrelationship of social structures and individual agency in identity formation over time and in particular learning environments. The paper reports initial findings, focusing largely on the English case study of motor vehicle apprentices. It challenges common assumptions of young people in vocational education in England as second-chance learners being socialised into pursuing low-status occupations and invites reflection on the particular model of apprenticeship in England and its role in shaping young people's identity. [ABSTRACT FROM AUTHOR]

In England, when a child dies as a result of suspected maltreatment, the Local Safeguarding Children Board is required to establish whether lessons can be learnt about collaborative working to safeguard children. These reviews usually include recommendations for both inter and intra-agency training. In this paper, the authors argue that it is crucial, when planning and delivering training in this situation, to recognise the emotional impact on the workforce of the death of a child from maltreatment. This is particularly important when the child has died as a result of fabricated and induced illness (FII) by a carer and professionals may have inadvertently contributed to the child's suffering. Drawing on a case example of training following the death of a child from FII, this paper considers the challenges encountered by those responsible for commissioning and providing training. Attention is given to managing logistics, such as time delays between the death of the child and the eventual publication of the serious case review. The particular knowledge and skills required by trainers, not only in relation to the subject matter but also in managing complex group processes, are discussed. The support required by course participants and the trainers themselves is explored. The paper concludes with a checklist for those commissioning and providing training. Copyright © 2009 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This paper discusses the compulsory professional development (CPD) needs of mentors within post-compulsory Initial Teacher Training (ITT) provision in England. The discussion applies the ideas of Weber, Foucault, Habermas and Bourdieu in interpreting the implications for post-compulsory ITT mentor CPD training. The paper's primary and secondary research findings appear to indicate that mentors within this field of education struggle to gain the professional acceptance that Weber has popularised. Alongside struggling to achieve professional recognition it can also be argued that post-compulsory ITT mentors may not use the same 'discourse' or 'way of talking' about teaching as their mentees. This finding is relevant to the work of Foucault. The subsequent attempt to achieve 'collaboration' and the potential 'contestation' that may be experienced links to the work of Habermas and Bourdieu. [ABSTRACT FROM AUTHOR]

Over the next four issues, Planning Practice and Research is publishing a series of articles on the debate about skills deficiencies and the range of new skills required in order to address the 'new urban agenda'. This debate was directly addressed by the Egan Review in England and by similar work commissioned by Communities Scotland (2004). From 2000 to 2003 the Planning Network had been commissioned by the Centre for Education in the Built Environment to research the changing skills agenda and to investigate the contribution of higher education in providing education in the new range of generic and integrated skills appropriate to achieving Sustainable Communities. This series of papers draws on both the work of the Planning Network and the outcomes of a specially convened conference held in October 2003 and sponsored by the Neighbourhood Renewal Unit and Communities Scotland. [ABSTRACT FROM AUTHOR]

The article presents information on the 1973 Conference on Education held in the University of London Institute of Education, in England, on December 13-14, 1973. The conference was presided by professor Roger Webster. The Conference focused on Professor R.S. Peters paper on "Education as an Academic Discipline." Discussion was introduced by papers considering the topic with regard to undergraduate studies, in-service training, educational research. The first speaker, Kenneth Green found much to agree with in Peters's paper. Education could be an undergraduate study with as little practical content as the study of Politics; but he disliked one-subject degrees and a sole emphasis on "disinterested" study. Professor Malcolm Skilbeck, dealing with Advanced Courses also expressed liking for the practical problem-oriented approach. He noted the difficulty of trying to convince colleagues that the study of Education is respectable and believed that there is indeed such a thing as the "university study" of a subject.

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The Education Act 2011 passed responsibility for careers guidance in England from local authorities to schools, providing no extra funding or staff training. This paper reports on a project conducted in two schools in East London, which aimed to enhance careers work in response to the new requirements. It argues that whilst schools can enhance their careers programme, the new arrangements have left them with requirements they do not have the funding, expertise, or networks to fulfil. This move by the Coalition Government is contributing to a process of deterioration of careers provision in England, involving the undermining of the careers profession and the diminishing of professionalism in careers provision. [ABSTRACT FROM AUTHOR]

In this paper we explore the experiences of three long-term unemployed young adults from different backgrounds in the 18–24 age range. The data comprise three interviews conducted over an 18-month period with seven of the original 19 participants in the research. At the time of first interview none of the young adults had been in education, employment or training for six months. Drawing upon a Bourdieusian framework, we demonstrate that differential access to economic, social and cultural resources significantly influenced, not only what they were able to reasonably contemplate but also what they were able to achieve. We question some commonly held assumptions about young people and their orientations, and the efficacy of economic and educational policies designed to increase employment, reduce inequality and ‘meet the needs’ of the unemployed. We claim that new insights and understandings of youth unemployment and transition can result from a broader, more holistic theorisation that fully represents the experiences and understandings of all the young adults that are being affected. Notwithstanding this, we indicate the need for research to increase understanding and provide a strong, robust and theoretically informed evidence base for policymakers and those concerned with the interests of young unemployed adults. [ABSTRACT FROM AUTHOR]

This paper considers the rationale for introducing the raising of the participation age (RPA) in learning in England from 2013 and assesses how, if fully implemented, it could contribute to improving the outcomes for young people who do not participate in any form of post-16 education, employment or training, and are currently defined as not in education, employment or training (NEET). It considers previous experience of extending young people’s participation in learning, both in the UK and overseas, and draws on evidence from the author’s research on a recent policy initiative targeted at the NEET group. The piloting of activity agreements explored the value of offering a financial incentive, tailored learning and intensive support as mechanisms to re-engage young people in post-16 education, employment or training. Faced by a lack of enforcement; the necessary levels of investment in support mechanisms to engage with young people and to sustain their participation in learning; and innovative approaches to post-16 learning, the article concludes that the RPA will, in effect, be allowed to ‘wither on the vine’. [ABSTRACT FROM AUTHOR]

Amongst initiatives by social work employers in the United Kingdom (UK) to resolve recruitment difficulties is the use of secondment and sponsorship to attract entrants to the profession; commonly known as Grow Your Own schemes. This paper reports on part of a mixed-method research study that asked 'What works in Grow Your Own (GYO) schemes?' in England. One important research question for this study was whether the characteristics of seconded or sponsored social work students differ from those of other social work students. To explore this, the researchers analysed around 41,000 students' anonymous data records supplied by the General Social Care Council covering enrolments on social work programmes from 1998 to 2007. The findings indicate that GYO schemes have facilitated the participation of men, Asian groups and older applicants in social work qualifying programmes when compared to the general population of social work students. However, students from Black ethnic backgrounds and those with disabilities have been more likely to be under-represented in such schemes. The findings are discussed within the wider study remits and messages for educationalists and social work employers are drawn out. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to identify two contrasting, yet successful, ways of conducting CPD training specific to the regeneration sector; looking at the different delivery methods of the two courses and the benefits associated with each. Design/methodology/approach - The paper provides an overview and analysis of contrasting courses available through Coventry University and the University of Salford through literature and participants' experience. Findings - For professionals in the regeneration sector traditional CPD courses from HE institutions are not the most effective. Regeneration covers a variety of different activities and is practically based; as a result flexible work based courses are more effective. Two contrasting examples of effective delivery methods are individual study based around existing projects and workplace based training to support tailored company development. Originality/value - This paper will be of interest to regeneration professionals, managers and HR officers looking for effective ways to develop the workforce while maintaining business relevance. It looks at two new courses which take different approaches to work-based CPD and discusses the differences and benefits of the two. [ABSTRACT FROM AUTHOR]

This paper describes the development of a multi-agency model for adult protection training in Kent and Medway and sets this in the context of the evolution of wider adult protection policy and competence. The rationale for the planning and development of the model is outlined and the content and coverage of the different levels of training are described. Key issues include the progression of staff and managers and the implementation and operation of the model. These are explored in relation to the different demands on the safeguarding activities in Kent and Medway and the different agency and professional interests at stake. Future developments are also briefly mapped and discussed. [ABSTRACT FROM AUTHOR]

Assertive outreach teams are working with a significant proportion of people with complex needs, including dual diagnosis. Government policy has highlighted the role of assertive outreach in engaging and intervening with this group. This paper reports on the development and evaluation of a specific team-focused training package and its trial in the Eastern and West Midlands regions. [ABSTRACT FROM AUTHOR]

In this paper we explore the impacts of the training programmes offered to lone mothers with young children on the Government's ‘New Deal for Lone Parents’ in one local labour market: West London. Our research suggests that regulatory workfare policies are (re)producing and reinforcing gendered inequalities in the labour market by encouraging lone mothers to undertake training in feminised occupational areas such as childcare. We will argue that in a local economy such as West London where more childcare workers are desperately needed to enable other more highly skilled workers to take up employment opportunities, such training programmes may be doing little more than exacerbating the already gendered and class-based polarisation of the labour market – embedding low-skilled, poorly qualified lone mothers into low-paid jobs. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to: first, outline the features of the contemporary apprenticeship system, and its performance in terms of the numbers starting and completing programmes; and second, to report the findings of empirical research which sought to identify the characteristics of effective apprenticeship. Design/methodology/approach - Two contrasting sectors were selected to identify aspects of provision that generate "success": "engineering", which has a long tradition of apprenticeships and "business administration", which has a shorter history of involvement. Four organizations, two from each sector, were selected from those, which had gained the highest grade in the formal inspection of apprenticeship provision undertaken by the Adult Learning Inspectorate. Interviews were carried out with training personnel and investigated issues such as the organisation's rationale(s) for employing apprentices; the costs and benefits associated with the approach; the structure of the training and the pedagogical processes employed; and the links between the programme and career progression. Findings - The findings in the paper indicate that effective apprenticeships are strongly associated with a sustained organisational commitment to apprenticeship. This stems from an identifiable business case to recruit and train young people and a concern with their personal (long-term) as well as job-specific (short-term) development. This approach is manifested through the development of programmes which ensure that apprentices participate in a wide range of co-ordinated and progressive work and learning opportunities. Originality/value - The paper identifies a range of good practice features emerging from the case studies and discusses the prospects for extending this approach to other industries and occupations. [ABSTRACT FROM AUTHOR]

Approximately 90% of prisoners experience mental health problems, substance misuse problems or both. However, prison reception screening tools are not always effective in enabling staff to identify mentally disordered prisoners. Therefore, to ensure that these individuals get access to appropriate care, custodial staff should be trained in recognising the signs and symptoms of mental health disorders, and in effectively working with these individuals. This paper charts the pilot implementation of a mental health awareness workbook designed for use in custodial settings across England. It examines the variety of approaches adopted to implement the workbook, staff views on the usefulness of the workbook, and barriers to implementation encountered in each area. Recommendations made for best practice in delivering the workbook in other areas suggest a need for changes to its format, but also that time should be ring-fenced for staff to participate in this training, in groups led by experts such as in-reach team members. [ABSTRACT FROM AUTHOR]

This research paper investigates the complex, and at times conflictual, relationship between education and work through an interrogation of employee led development (ELD) in two small medium enterprises. ELD refers to learning that is designed to develop the potential of employees rather than their job specific skills. The employer is responsible for bankrolling the particular learning programme followed by the learner, but it is the learner who decides what and how he or she wishes to study. The investigation was conducted by focusing on three key concepts that characterise the ELD model: those of mutuality, learning and change. The aim was to undertake a critical analysis of the extent to which these concepts truly capture the relationship between education and work in relation to ELD in practice. The view that learning is of mutual benefit to firms and theft employees is reflected in the pronouncements of managers at Research and Development Inc. (RDI) and the firm Autotrader. Evidence suggests that a common aim of the case study ELD schemes is the facilitation of change. At RDI this relates to a need to shift from an academic culture, and to encourage staff to respond to a more uncertain commercial environment. At Autotrader change relates to a need to adapt to new technology and deal with a changeable sales environment.

Less than 20% of the early childhood education and care (ECEC) staff members working in British early childhood centres agree that the inclusion of all children is an essential part of their working agenda, as they feel unqualified to take care of children with complex SEN or disabilities. This study makes a novel contribution by drawing on data compiled from a one-year ethnographic study which addressed the in-service learning experiences of seven teaching staff members that work inclusively. The participants included 2 classroom teachers, 1 SENCo (Special Educational Needs Coordinator), and 4 teaching assistants from a preschool class that teaches 92 children between the ages of 3 and 4, located in a primary school in England. We explore what professional learning means for the participants' role, which professional learning opportunities are meaningful to them, and under which circumstances had been offered. This study not only does consider their opportunities for professional development on the job but also outside of work. The data were collected through semi-structured interviews, artifact analysis, and ongoing participant observation over one academic year. Data were analysed using interpretative phenomenological analysis (IPA). The results demonstrate that this case study offers a unique perspective of a microsystem that could be at risk due to a lack of awareness by leaders and administration. The study is divided into four themes that directly impact inclusive professional service-development practices: (1) challenges posed to continuous professional development by differing professional roles, (2) motives for in-service training: combining career, school, and authorities' interests, (3) promotion of meaningful professional development experiences by school, and (4) self-determined classroom motivated by respect and recognition. [ABSTRACT FROM AUTHOR]

This section provides information on the Warwick '89, the European Conference of the International Association of the Deaf-Blind, in conjunction with the National Deaf-Blind and Rubella Association and the Royal National Institute for the Blind to be held at the University of Warwick in Warwickshire, England from August 6 to 11, 1989. The conference theme is Sensory Impairment With Multi-Handicap: Current Philosophers and New Approaches. Speakers are being invited to present papers on the underlying theories and philosophies of educational programs from around the world. Sessions will also be run to discuss new practices in the following areas: working with other professionals and interdisciplinary collaboration, child with degenerative condition, sensory stimulation, training staff, sex education awareness and abuse, and working with families.

This paper describes the collaboration between Sheffield Hallam University and an International IT Consulting organisation to develop an innovative postgraduate curriculum that combines intensive, vendor-specific certification training together with a challenging enquiry-focused educational experience. Employers prefer to 'benchmark' potential applicants against industry certification standards, yet also desire the qualities of a postgraduate's enquiring mind. Using research and 'open enquiry' as principle values, a curriculum has been created that facilitates exploration of a wide range of practical and theoretical topics in order to support the development of a highly skilled, autonomous 'Technical Consultant'. A key aspect of this approach is to provide guidance for learners to explore their own development paths, whilst also exposing them to an established vendor specific platform in order to gain sufficient practical experience before seeking employment. [ABSTRACT FROM AUTHOR]

This article reviews the practice and policy based literature on person-centred planning in learning disability services in England. Its aim is to identify the implications for the workforce in practice. The analysis found that implementation is often described as partial or slow and characterizes reasons for this at a number of levels, including the slow pace of change in service culture and power relations, immutable funding structures, services' inflexible infrastructures, high levels of staff turnover and lack of training, inexperience among service management, inadequate staff supervision, and ambiguity among some stakeholders. Little substantial critique exists of the model itself. Analysis of the literature further reveals that the implementation of person-centred planning in practice is assisted by policy encouragement, service development and investment, favourable case reports and personal accounts, practitioner enthusiasm and positive evaluations. This article explores these to consider what facilitates the adoption of new elements of practice. [ABSTRACT FROM AUTHOR]

The Residential Child Care Initiative was created in order to increase the numbers of qualified staff in residential children's homes in England. This paper explores some of the issues affecting practice placements for residential staff who undertook qualifying training between 1992 and 1997. Themes and issues arising from these experiences, with examples from practice, are considered in terms of their relevance to practice learning in group care situations for all social work students, highlighting the reciprocal benefits for students and residential services for children. [ABSTRACT FROM AUTHOR]

The article focuses on the usage of algorithm in public service. Numerous papers, articles and books have demonstrated and discussed the method, and algorithms have been successfully applied to many problems in industry, commerce and government. Using algorithms in the public sector, should at least be aware of all the available methods and when to apply them. There is a particularly straightforward case in local government in which algorithms were successfully applied. The implementation of the Social Services Act of 1970 involved social workers whose work had previously been governed by one area of legislation only, in a much wider range of responsibilities and hence in the need to act in accordance with a much wider range of legislation. The traditional view that if they had more to learn they should receive more training would have been counter-productive. Sections of the legislation were selected, the algorithms were designed by Cambridge Consultants (Training) Ltd, vetted by expert committees and tried out extensively by social workers, who found that they could use them quickly and effectively.

Reports on the Institution of Electrical Engineers' (IEE) holding of a forum specifically catering for employers and training providers on November 4, 2004, in London, England, to address the challenges they face in developing technical teams. IEE Fellow John Chiholm's keynote speech highlighting the importance of training; Graduate training schemes presented during the conference.

The article focuses on the human resource (HR) management of public relations (PR) consultancy firm, Cirkle, based in Buckinghamshire, England. The firm has been operating for more than a decade, and employs more than 20 staff members. Cirkle practices a strategy that puts into consideration work and life balance, and healthy living as the ways to engage and motivate employees. Cirkel's strategic approach to HR and employee engagement includes staff development, innovative health benefits, and independent employee audit.

The German and Swiss economies value skilled work highly and initial vocational education and training (IVET) has been the predominant traditional pathway into such work. However, concerns about a more ‘knowledge-based society’ and the ‘academic shift in the labour market’ are starting to undermine the status associated with those who complete IVET pathways and these former trainees also face competition from graduates from the relatively new Bachelor programmes in Switzerland and Germany. An international project investigated whether these developments pose a threat to developed IVET systems and whether companies are changing their recruitment strategies and how they rate the status of IVET. The findings from Germany and Switzerland were compared with the situation in England, the home of two-phase HE structures along with a very different tradition of vocational training. The findings from individual case studies in England, Germany and Switzerland are presented here, with the focus on the expectations of companies towards applicants with experience of IVET or Bachelor’s degrees. [ABSTRACT FROM AUTHOR]

The policy commitment in England to raise the participation age (RPA) for continuing in learning for all 17-year olds from 2013 and for all 18-year olds from 2015, brings with it the responsibility of ensuring that education and training are available, accessible and relevant to the needs of all types of learners. In recent years, little policy focus has been given to young people who leave education at the end of compulsory schooling to enter 'jobs without training' (JWT). Furthermore, there appears to be scant understanding of their transition into the labour market or of their aspirations. As a result, recognition of their needs and appropriate support mechanisms are conspicuous by their absence. Drawing on data from two recent studies of the JWT group, this article seeks to lift the lid on the post-16 education and training agenda, and its neglect of this group. It concludes with a series of recommendations of how this issue must be addressed if the drive to RPA is to be implemented successfully. [ABSTRACT FROM AUTHOR]

This study follows the progress of newly qualified social workers (NQSWs) through their first year in employment. Questionnaire and interview data were gathered from NQSWs and line managers working in children and families teams in three local authorities in the south west of England during 2007. Although all of the NQSWs started their first jobs with optimism and confidence, a combination of the day-to-day reality of the work and the organisational conditions under which it was undertaken led to increasing levels of frustration and unhappiness. This rapid decline in the well-being of NQSWs appeared to be the result of a failure on the part of their employers to properly recognise the person within the developing professional. Unfortunately, by focusing almost exclusively on what NQSWs employed in children's services across England need to know and do, the pilot induction programmes introduced since the study was completed run the risk of reinforcing this tendency. It is argued that this is likely to result in an increasingly disillusioned workforce, lacking the motivation and self-belief necessary to provide the high quality services required to effectively safeguard and promote the welfare of children and young people in the future. [ABSTRACT FROM AUTHOR]

This article examines the growth of practitioner research in England through the creation of the Learning and Skills Research Network (LSRN) and identifies its effect on subsequent developments in what is generally known as the Lifelong Learning Sector (LLS). It offers an analysis of this development as a case study in developing practitioner research. Staff in further education (FE) and adult and community learning (ACL) are normally expected to focus on teaching and training rather than undertake research, in contrast with their counterparts in higher education (HE) where, particularly in the more traditional universities, staff are expected to undertake research as primary focus. The increasing focus on evidence-based policy making by government provides a growing impetus to foster research capability within the LLS. The large organisational structures that comprise the LLS today demand strong management of resources, human, capital and financial. For any government targets to be met, the sector needs to be galvanised into appropriate and effective action. To best achieve this requires research and development and the practitioners could benefit from this need to develop their own research skills in the creation of, and use of, research findings. The author argues that research in the LLS needs to be designed appropriately but also needs to be undertaken where the intervention and origination of targets and goals is not a political but a sector-led endeavour. [ABSTRACT FROM AUTHOR]

In 2005 the alcohol in-patient ward at South London and Maudsley NHS Foundation Trust participated in a 2-day training programme designed to reduce levels of burn-out amongst staff. The training intervention was derived from a large-scale project that focused on in-patient and community mental health staff in five European countries. A research component was built into the work, with levels of staff burn-out being measured prior to the training intervention and 1 month afterwards, using the Maslach Burn-out Inventory (MBI). The team were able to identify four sources of stress at work. A 1-month follow-up using the MBI showed that levels of emotional exhaustion and depersonalization had been reduced and feelings of personal accomplishment at work risen. Staff identified four main sources of stress at work. These were: (i) group-work; (ii) dealing with complex clients; (iii) effectively evaluating the shift; and (iv) client aggression. The implications of whole team training is discussed in the context of staff working with high turnover clients. [ABSTRACT FROM AUTHOR]

It is recognised that training is required for staff working with people with a diagnosis of personality disorder, as it poses challenges requiring particular skills and abilities (National Institute for Mental Health in England, 2003a). The proposal to train graduate primary care mental health workers (GPCMHWs) to work with the client group met with some scepticism by senior clinicians. However, the experience of providing training and supervision to the graduate primary care mental health workers to work with clients with personality disorder in Camden and Islington has proved positive. Several characteristics of the GPCMHWs identified in the training literature might contribute to this positive experience. Those factors include cognitive ability, motivation to learn, age, and attitudes. Initial findings from the evaluation of the training shows that graduate workers respond positively to the training, showing improvements in self-rated knowledge and skills relating to working with the client group, and an eagerness to learn more. The relevance of this to the personality disorder capabilities framework are described. [ABSTRACT FROM AUTHOR]

This article reexamines the economics of premodern apprenticeship in England. I present new data showing that a high proportion of apprenticeships in seventeenth-century London ended before the term of service was finished. I then propose a new account of how training costs and repayments were distributed over the apprenticeship contract such that neither master nor apprentice risked significant loss from early termination. This new account fits both the characteristics of premodem apprenticeship and what is known about the acquisition of skills in modem and premodern societies. [ABSTRACT FROM AUTHOR]

Health and Social Care Foundation Degree (FD HSC) development commenced at Canterbury Christ Church University (CCCU) in 2005: the university already had a variety of validated programmes of this design, thus this new provision was able to draw on expertise of proven worth in the local economy. Over the past two years this programme has expanded from the initial collaboration with a Kent employer in the private (charity) sector to include provision in twelve distinct health and social care (HSC) employment areas. This article, using a case-study approach, aims to share experiences of collaborative working with employers and further education (FE) providers in designing and delivering Foundation Degrees (FD) in Kent. Given the nature of FDs in meeting the needs of employers, although they all share the philosophy of focus to the workplace, these workplaces will always be unique. [ABSTRACT FROM AUTHOR]

Objectives: Modernization of the English National Health Service (NHS) workforce has led to the introduction of a number of new roles. One such role is the graduate primary care mental health worker (PCMHW). Although generally successful in expanding primary mental health care, several challenges were raised by the initial implementation, including retention and development of effective career pathways for these workers. The aim of this study was to examine retention and future job intentions of graduate PCMHWs at the end of their one-year training. Methods: Mail surveys of the first cohort of graduate PCMHWs recruited in 2004 were conducted at the beginning and end of their 12-month training. Results: Satisfaction with training courses was generally low. Over half indicated they were likely to leave their graduate PCMHW post within the next few months. However, most intended to stay within the NHS. Conclusions: After training, problems were highlighted in relation to the quality of the training programmes and lack of development of an effective career pathway. This has serious consequences for the viability of this intiative. [ABSTRACT FROM AUTHOR]

As part of a multi-method, long-term study, 340 Teaching Assistants across Years 4 to 6 completed questionnaires that, among other things, asked for their perceptions of their role, training and job satisfaction. TAs reported that they mainly worked in the classroom, supporting pupils, rather than carrying out non-teaching tasks. They worked particularly with pupils who have SEN, low attainment or difficult behaviour. This role is mismatched with the qualifications of many. While the great majority had high levels of job satisfaction, many referred to the dramatic changes in the role of the TA, which have not been matched with changes in status, pay, conditions of service and contracts. This was a source of complaint for many. The overall picture is one of patchy, ad hoc, unsystematic changes in the TA role, which have failed to connect either with training needs or contractual conditions. [ABSTRACT FROM AUTHOR]

The article focuses on a staff development initiative which has extensive implication for the life of the College of Arts and Technology in Newcastle, England. It investigates the causes of stress among college staff at a time of recession and the associated reappraisal of the internal dynamic of the organization which led in turn to the implementation of a program of remedial measures. It examines major changes in the college over the previous five years. It analyzes the current organizational structure of the college, particularly channels of communication. It tries to obtain a broad picture of absence and illness patterns within the college from medical and administrative personnel. It provides an extensive reappraisal of the internal dynamic of the college and would seem fully to exemplify a response based on foresight firmness and compassion, underpinned by extensive supporting documentation either from research or relevant literature. The context of the initiative bears re-emphasis to carry out the necessary training and retraining of staff that this implied, all at a rapid pace and in a period of recession.

It would be difficult to find a college or university business school that is not currently offering a training programme for small business. Yet despite the enthusiasm with which providers have entered the market, the take-up rates remain low. Exa mines the underlying reasons why this might be so and discusses the findings of a detailed survey of 400 small businesses residing in the county of Devon. Shows that education providers are out of touch with the market and, moreover, have a very negative image which must be overcome before small business training can be utilized to its full potential. Calls for greater co-operation between institutional providers and local Training and EnterpriseCouncils to ensure that this situation is rectified. [ABSTRACT FROM AUTHOR]

The article presents a survey among full-time area or regional union officials in one part of Great Britain where difficulties were known to have occurred in the government training centers (GTC), the North East of England, from the Cleveland Hills to the Scottish border. The enquiry was conducted in 1966, about half-way through the expansion in the GTC provision. Interviews were sought and obtained with officials of ten craft or ex-craft unions participating in the training schemes. Nearly all of them were especially concerned with the engineering or construction industries, since the courses laid on were mainly for training in these fields. There were a variety of agreements, both national and local, between the different unions and the Ministry of Labour, which regulated union and GTC relationships and especially the treatment of those who satisfactorily completed training courses. In general, however, it seemed agreed that the management of the centres went a good long way to assist those officials who were anxious to settle trainees in employment without friction.

The article reports on how Seafield Logistics, logistics and contract packing specialist, addresses the company's recruitment issues in Nottinghamshire, England. It says that the company has offered National Vocational Qualifications (NVQs) to staff members as a new recruitment streams. It also says that the staff who had not taken the offer indicated a lack of desire for career progression as the reason behind their decision. In addition, the company had been approached by the employment groups and had undertaken five to six work placements in all areas of the business with varying degrees of success.

The article focuses on the impact of information skills training within primary care. In 2002, an information skills training program to teach users to search the literature and find evidence on the Internet was set up at Health Information East London, England. Training was therefore carried out in large multi-disciplinary groups, using a variety of computer training rooms available in the different Primary Care Trusts. Many staff cited lack of time as a major barrier to attending the training and to using the new skills following training. Training participants were leaving courses, but as many of them did not practice after the course, they were often returning after a few months to repeat the training. Unless skills were being used immediately and for work purposes, the relevance of the training was lost and the skills quickly forgotten. Of those staff who attended training, most attended for reasons related to improving patient care, and felt that the courses had a high impact upon their work.

The article reports on the apprenticeship program of the Heathrow International Airport in England for its retail shops and restaurants. In 2004, Heathrow Airport Ltd. (HAL) established the Heathrow Retail Academy to work with recruitment agencies to source highly qualified candidates for its retailers. In 2005, the academy launched the Apprenticeships in Retail Operators program, which aimed to ensure candidates gained strong academic qualifications and skills, and It has also launched the Retail Operations and People Management degree in collaboration with Thames Valley University.