Originally posted on Royal Pavilion & Brighton Museums:
So it’s been refreshing to bump into Rosie O’Connor a few times as I’ve been wandering through the museums.
Always friendly and keen to help, Rosie is on an apprenticeship with the Royal Pavilion & Museums, learning all about how a museum works behind-the-scenes.
Rosie, 21 originally from Gloucestershire had been working for a small charity in Brighton when she saw the apprenticeship role advertised. She is now into her second year.
‘I got a place at university but decided not to go,’ says Rosie. ‘It was the last year before the fees went up and it felt like a big yes or no. I decided no and moved to Brighton, where my boyfriend was.
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Originally posted on VCS Assist:
To help more disabled people gain access to Apprenticeships and to help employers gain access to skilled and dedicated workers, a new online toolkit has been launched today by NIACE.
The Employer Toolkit was developed through consultation with a number of employers who have hired disabled Apprentices who are making a key contribution to their workplace.
Commissioned by the Skills Funding Agency, the toolkit demonstrates the simple and cost-effective actions that employers can take, including around recruitment and ongoing support, to make their Apprenticeship programmes open to disabled Apprentices.
…By hiring and supporting disabled people on to their Apprenticeship schemes, employers have found that they are better able to:
- Extend the pool of high quality applicants available to them
- Engage with the widest possible consumer base
- Have a workforce…
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Originally posted on Sadie Hawkins:
There’s no right or wrong way to write a CV. Of course there are the basics: personal and contact info, education and qualifications; work history and experience; relevant skills to the job in question (point 3); achievements and interests.
KISS – Keep it short and sweet
Nothing beats a clear, concise, waffle free CV. Aim to keep it to two pages of A4, there’s a high probability that you potential employer receives dozens of applications to review.
Once you’ve mastered the basics by making a few tweaks you can create a unique CV for the specific role. Avoid adopting the ‘one size fits all’ approach, tailor your information to the employer.
Presentation is key
Captivate your audience – word art, crazy fonts and multi colours? Under no circumstances… never ever ever do this. Your CV layout should be clean, well-structured and carefully presented.
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Originally posted on temiloluwaxo:
This is the time of the year where children are finishing primary school, teenagers are choosing GCSEs and A-levels, young adults are considering university, apprenticeships or going straight into work and graduates are looking for jobs.
So what’s the next step to take?
Well the first thing you should be thinking about is…what are the things you love doing and in what areas do your strengths lie. Can you think of any career paths that they could lead you to?
If you have no idea then visit: http://www.prospects.ac.uk/types_of_jobs.htm
This website shows you:
- The different careers available under different sectors. e.g. Education or Marketing
- Details on entry requirements, salary and training
- Case studies showing how other people ended up in those jobs and their experiences.
or you can search “careers in” whatever subject you are interested in and see if any career paths draw your attention.
Remember it’s not always about…
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Originally posted on Life Beyond School:
Now that exams are over, many if not most students will be thinking about getting a summer job or work placement. However, as many of you would have found, it’s just not as easy as all that.
A recent blog post by a student on the Guardian complaining about the Catch 22 of “No Experience- = No Job, No Job = No Experience”, highlights all the troubles of getting a summer job quite nicely. However, we’re more of a solution site!
Though rejection after rejection may come to you inbox (or no reply at all in many cases), you shouldn’t give up, but rather, assess what you’ve done up to this point, and what you could change to improve your chances.
Organising your applications is a key step towards success. Make a table of:
- all the places you want to apply to,
- when the deadline is,
- what stage…
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This article on the UK edition of International Business Times caught our eye this week and got us thinking about what individuals want from a career and where their expectations lie. We believe that there are a few misconceptions about what apprenticeships truly are. So, this blog entry is going to address them in the hope that we can increase the numbers of productive and valuable matches for both candidate and employer.
In the article, Connor Ryan who’s the Director of Research at Sutton Trust is quoted as saying “There are still not nearly enough apprenticeships at A level or degree standard available. It is vital that this gap is addressed.”
My question is, “So what’s the fascination around comparing different types of qualifications and the race to be as highly qualified as quickly as possible?” We’ve already noted in the past that 47% of graduates are in…
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Originally posted on Lancashire Career Guidance:
NCS – National Citizens Service – It All Starts At Yes
NCS is a programme which has been exclusively designed to give all 16 and 17 year olds the chance to build skills for work and life, whilst taking on new challenges, making new friends and contributing to their local community.
FIRST WEEK: Spend 4 nights away from home; Monday till Friday taking on outward bound challenges, trying new things, developing team work skills and building confidence – supported by professionally trained staff and mentors.
SECOND WEEK: Spend 4 nights away from home in the local area, staying in student accommodation getting a taste of independent living whilst spending time in the local community and developing new skills.
THIRD & FINAL WEEK: Fundraise and work to a budget in order to design, market and create a social action project within the community to make a real difference to where they…
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Originally posted on Executive Training Dubai:
Unbundling And Re-bundling In Higher Education Forbes With the explosion of online learning, a disruptive innovation, there has been significant attention paid to the likely unbundling of higher education (see Michael Staton’s AEI piece and this…
Government’s flagship Hackney University Technical College to close – just two years after launch
Artist’s impression images of what Hackney University Technical College willl look like
by Emma Bartholomew, Senior Reporter Thursday, July 10, 2014
The first of the governments’ flagship university technical colleges in London is closing its doors to new students, just two years after it launched.
Hackney University Technical College (HUTC) was one of 17 set up in the country to train the future workforce in technical and scientific subjects.
But just 29 out of the target 75 pupils applied to join this September, leading governors to decide to close.
The college, whose patron is the Duke of York, is just yards from Old Street’s Silicon Roundabout, and youngsters were invited to tap into Tech City’s growth and gain valuable work experience there. Over 14s could specialise in health or digital technologies, and the building in Kingsland Road was specially kitted out with high-tech classrooms, studios, laboratories and a replica hospital ward costing over £3 million.
Anthony Painter, chairman of governors, said: “It has become clear that provision commencing in Year 10 rather than Year 12 does not fit well in local circumstances unique to this project, where students are unlikely to change course until sixth form – resulting in unviable student numbers.”
To ensure the school’s intake did not negatively impact on any one particular school in the borough, the catchment area extended from Islington to Newham and Southwark.
Mystery surrounded the departure of principal Annie Blackmore in February, following an Ofsted report the previous month saying the school needed to improve in “every possible area”.
Inspectors said pupils’ achievement, behaviour and safety, as well as the quality of teaching, leadership and management all “required improvement”, awarding it the third lowest rating out of four.
The school did not deny that Ms Blackmore had been suspended or signed a gagging order, although Ms Blackmore denied she had been suspended.
An Ofsted report last month, however, noted good progress was being made and concluded: “Senior leaders and governors are taking effective action to tackle the areas requiring improvement.”
The college insists current Hackney UTC students’ education remains “a very high priority”, and students will be “fully supported in achieving their full potential”.
Pupils now in Year 10 will still be able to complete their GCSEs on site next year during a phased closure. Those now in Year 11 will be offered the chance to continue their studies at Hackney Community College (HCC) around the corner, which already has links with the college, instead of at the sixth form which was earmarked to open for them in September.
HUTC’s partners – the University of East London, BT, Homerton University NHS Foundation Trust, Cisco and other employers – will continue to support the students with placements and projects.
The future of the HUTC buildings at the Hackney Community College site are under review by HCC and the Department for Education.
Originally posted on rethinking education, economy and society:
Apprenticeships are not improving young peoples’ skills enough to provide a real alternative to university, according to new research
Originally posted on The blog of Learning Unlimited:
The BTEC Higher National Certificate (HNC) in Mechanical Engineering is studied over 18 months (3 semesters) on a part-time basis. It covers the fundamental scientific principles and then applies these to creating systems, services and products. The course is designed to enhance the career prospects for those employed in mechanical, manufacturing or operational engineering. It’s a natural progression from the BTEC National Certificate/Diploma/Level 3 qualifications and could lead to a career as a senior technician or junior engineer within the industry.
Modules include CAD/CAM, engineering design and a study of materials, fluid mechanics, and materials engineering. Students who have successfully completed the HNC may progress onto the HND top-up course which takes a further 18 months to complete.
The cost of studying for an HNC on a part time basis through us is more favourable than studying at a University and you are able to fund your qualification through the Student Loan Company…
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Originally posted on The blog of Learning Unlimited:
The BTEC Higher National Certificate (HNC) in Electrical Engineering is studied over 18 months (3 semesters) on a part-time basis. The course is designed to enhance the career prospects for those employed in mechanical, manufacturing or operational engineering. It’s a natural progression from the BTEC National Certificate/Diploma/Level 3 qualifications and could lead to a career as a senior technician or junior engineer within the industry.
The course provides a sound understanding of the fundamental scientific principles and shows how these are applied to current technologies such as microcomputer systems, linear circuit design; utilisation of electrical energy and electrical and electronic management systems. Students will also be expected to undertake a project in their area of specialist interest. The course aims to equip managers with up-to-date technical skills and techniques to enhance their career.
The cost of studying for the HNC on a part time basis through us is more favourable than studying at…
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Originally posted on rethinking education, economy and society:
Several national newspapers reported Skills Minister Matthew Hancock’s latest attempt to talk up the Coalition’s faltering apprenticeship programme (www.gov.uk/government/speeches/matthew-hancocks-speech-on-a-skills-revolution). Newspapers also carried statistics showing an 18% in the number of 16 and 17 year olds signing up for apprenticeships –with 50 000 youngsters now taking this route, yet these figures take on a rather different significant when they are compared against the number of 16-17 staying on in full-time education, some 1.2 million and representing over 85% of the cohort.
Hancock also pointed to a 40% increase in the number of under-25 year olds on Advanced level apprenticeships (work-based alternatives to A-level) but other government figures show only 22,100 starts by under-19 year olds for the six months from August 2013 with another 28 000 by those 19-25. Compared with the 300 000 plus A-level candidates and the 310 000 acceptances of university places by school leavers for…
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Originally posted on David Martin - Daymar Law:
According to new research from Personnel Today, in association with learndirect, almost nine in 10 employers think that school-leavers are not ready for work at the age of 16 and are struggling to create suitable roles for young people.
This is despite one-fifth of employers citing an ageing workforce as a large concern. Employers were impressed by the digital skills of young people yet many said that lack of life-skills and confusion over funding acted as barriers. Many wanted more support in preparing young people for the workplace.
Dereth Wood, group director of learning, policy and strategy at learndirect, said: “Taking on a young person straight from school can seem like a daunting prospect for a business. They often lack work experience and the skills which develop as part of that, such as communication, teamwork and generally knowing how to behave professionally in the workplace.”
From Apprentice Eye (July 3rd…
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By James Slack 01:03 09 Jul 2014, updated 01:52 09 Jul 2014
Businesses have had to turn to workers from overseas
They are better qualified, more reliable and confident
Young Britons do not have the good ‘manners’ needed to work in shops
The failure of Britain’s school system is putting huge strain on society by forcing businesses to turn to millions of foreign workers to fill low-skilled jobs.
Too many school leavers lack even the most basic skills to ‘look people in the eye and get out of bed’, according to immigration experts.
They are also given little incentive to work by the benefits system, the government-appointed Migration Advisory Committee claimed.
Too many school leavers lack even the most basic skills to ¿look people in the eye and get out of bed¿, according to immigration experts
As a result, businesses have had to turn to workers from overseas who are better qualified, more reliable, confident and – unlike young Britons – have the good ‘manners’ needed to work in shops.
However, MAC said there were significant downsides of adding so many foreign workers to the population since 1997, with schools, hospitals and roads ‘struggling to cope’.
In a 350-page report, MAC said foreign-born workers now fill 16 per cent of low-skill jobs, compared with 7 per cent in 1997. At the same time, the number of British-born workers in low-skilled jobs has fallen by around one million.
It blamed a target-driven regime that is interested only in the academically gifted, at the expense of the less able.
There are now around 1.3million 16- to 24-year-olds who are not in full-time education or working, of whom around 600,000 have no ‘identifiable barrier’ to employment.
Ofqual is set to increase its focus on vocational qualifications, it was revealed today.
Jeremy Benson, director of policy at the regulator, told a summit in London that it would shift its focus away from academic qualifications. “We know Ofqual has a role to play in improving the quality of vocational education,” he said.
“We need our regulatory arrangements to drive qualifications to have a purpose and to be fit for that purpose. Ofqual has focused on GCSEs and A-levels in recent years and rightly so, but we are now ramping up our focus on vocational qualifications.”
Mr Benson, speaking at the Pearson Sutton Trust summit on apprenticeships and vocational education, said there would be some significant changes to how vocational qualifications are regulated, with more details to be set out over the next few weeks.
However, he said these will include a focus on the skills that students develop and giving a central role to employers, who will be encouraged to give greater feedback to ensure that qualifications are useful and valuable.
Finally, he said different employers and sectors had different needs, which means a “one size fits all” approach would not work. “We have to accept it is a diverse, even messy system,” he said.