Category Archives: Skills and Training

The ‘Made Smarter’ review: a road to utopia or dystopia in negotiating the future of skills, apprenticeships and work?

By Maisie Roberts, CERIC Postgraduate Researcher

pandora's box

Junge, A. 2005. Pandora’s Box #1: Found Toolbox with Neon

The future of work: dystopia or utopia?

The recent industry-led independent Made Smarter review chaired by Professor Jurgen Maier, CEO of Siemens, provides a future vision of the UK’s industrial landscape in terms of advancing the remit of digital technology. Training and upskilling are central components of achieving a utopian future vision. However, the future of work seems to hinge on Maier’s warning (2017: 11):

“Get it wrong, and we risk further de-industrialising our economy, and becoming ever more reliant on imports. Get it right, and we will have found the key to rebalancing and strengthening our economy, creating many new, exciting, and well-paid jobs, and leading a renaissance for the UK as a true nation of creators and makers.”

From this perspective, the future of work remains a highly contested point of discussion, centred on two extremes, which either seem to epitomise a utopian land of promise or a scaremongering nightmarish dystopia. Indeed, when we think of the future of work we conjure up rather dystopian images of the superiority of artificial intelligence-driven robots who have the power and skill to take over the whole spectrum of work, leaving us without any hope of meaningful work. Precarious employment contracts, disposable workforces, intensified working hours and minimal employment rights are already a sad reality. Beyond this the underworld of Silicon Valley casts an unsettling shadow over society where our digital footprints are tracked, extradited and sold to feed a dystopian-like machine. Has Pandora’s box been opened with no return? And what’s the alternative?

 Trouble in utopia?  Skills and the fourth industrial revolution

 Currently, technology, innovation and digitalisation are key incentives for national economies and skills and training are viewed as essential in achieving aptitude in this area. Economies are revising their technologies and capabilities in line with this so-called ‘fourth industrial revolution’.

The first revolution used water and steam to power production whilst the second relied on electric power for mass production. The third drew on information technology to create automated production lines. The fourth builds on the foundations of the third, but merges physical, digital and biological realms to create new technologies. Amongst other emerging phenomena this includes the rise of big data and the Internet of Things, where cyber-physical systems communicate and exchange data with each other and with humans in real-time.

The process of creating a commodity has therefore changed from one where manual work would physically create a product from raw materials to one where technological and information-led networks shape new “modes of development” in an increasingly globalised context (Castells, 1996). This presents the question whether the nature of skill is changing under this new guise of capitalism underpinned by the “information age”.

This might mean that new skills are needed to navigate between raw materials and new technology, data and software, changing existing job structures as well as creating new jobs altogether. Here, skill is therefore essential to facilitate technological advancement. Indeed the World Economic Forum (2016) calls for complex problem-solving, creativity, critical thinking and teamwork amongst other skills, which are viewed as essential in navigating us into a utopian future of the fourth industrial revolution.

Conversely, there could be a move to the growing but rather dystopian phenomena of a so-called ‘lights out’ methodology. Under this approach, human labour becomes obsolete as factories become solely operated via automation with the ‘lights out’ to save on production costs, increase profit margins and respond to increased customer demand. Frey and Osbourne’s (2013) infamous paper, which estimates that 47% of all US employment is susceptible to computerisation certainly plays to this analogy.

Uncertainty ahead: The case of Germany and England

The fourth industrial revolution still remains very much a future vision, and one, which is not yet fully realised. How skills strategy integrates into the future vision of work remains uncertain as demonstrated by Germany and England.

Germany

The ‘dual’ German apprenticeship system adopts a corporatist and coordinated approach, in which both firms and vocational schools provide highly structured training (Bosch, 2010). Apprenticeships are protected from market forces in an almost utopian enclave where unions, chambers, employers and the state work collectively and pro-actively together to regulate the future path of the system.

Although Germany seems to epitomise a perfect apprenticeship system, it, too, is facing significant challenges. Previously up to 75% of young people would typically undertake an apprenticeship (Grugulis, 2007) but since 2013 university starts has overtaken apprenticeship starts and this number is rising (BMBF, 2016). Higher education is becoming a more popular option, much like the UK, with the promise of a free university education and higher graduate wages a key incentive for this choice.

Equally, the entire context and character of Germany’s labour market has changed too with the implementation of the Hartz reforms over 10 years ago, which brought in temporary, agency or so-called ‘mini’ jobs as well as cuts in unemployment welfare assistance. The traditional purpose of an apprenticeship was to provide comprehensive training to catapult an individual into a secure and permanent occupation for life. Yet the evolving fragmentation of Germany’s labour market could undermine the stability, time and effort required to develop well- defined routes to employment.

Germany’s pro-active strategy of “re-imagining work” through its “Work 4.0” concept highlighted in its initial green paper (2015), followed up by its white paper (2017) aims to tackle some of these issues. The reports highlight the need for occupational profiles to be adapted to meet changing skill demands, increasing continuing vocational training, more support for SMEs to develop training and a monitoring system to forecast future demand of skilled labour. The decreasing labour supply of young people is mentioned and as such the report calls for the opening up of skilled labour to more migrants, low-skilled workers, women, older people and disabled people. However, the reports do not seem to directly address the growing prevalence of higher education, which many have argued is leading to growing inequality and a reduction of firms participating (Thelen and Busemeyer, 2012). The future of apprenticeships therefore remains somewhat ambiguous in the Work 4.0 agenda.

England

England’s system is voluntarist and employer-led, with employers solely designing, regulating and managing the system. England lacks the collective ethos and stability of the German system. The English system is also prone to continuous political upheaval, particularly since the Thatcher years where participation in apprenticeships drastically declined (Gospel, 1995).

An apprenticeship levy was introduced in April this year with the aim to increase apprenticeship participation to 3 million apprenticeships by 2020. The levy targets employers with a pay bill over £3million, affecting 2% of firms. However, recent reports highlight that since the levy apprenticeship starts have decreased by 59% (BBC, 2017). Equally, only half of the eligible levy firms have actually registered to reclaim levy funds (CIPD, 2017). This suggests that many firms are disregarding the levy as a tax instead of a social responsibility to invest in apprenticeships. Hence, although the levy has good intentions, perhaps the inherently market-led nature of England’s economy deters employers from investing in the costs and time needed to create high quality apprenticeships.

The recent industrial strategy aims to reform the UK’s technical education system to make it more internationally competitive, invest £406m in STEM skills and create a new National Retraining Scheme to allow people reskill in the labour market. Much like the recent Made Smarter review, training and skills exemplify the road to utopia in the policy discourse. However, UK’s intermediate skills ranking is projected to stand at only 28th of 33 OECD countries by 2020 (UKCES, 2015) and its productivity figures were recently downgraded from the predicted 2% growth for this year down to 1.5%, soon to be followed by 1.3% in 2019 (OBR, 2017), the same rate as during financial crisis.

The Made Smarter review focuses in on these challenges. Firstly, it argues that lack of effective national leadership and cross-sector collaboration has failed to achieve a coherent strategy of industrial digitalisation. Secondly, poor productivity, limited business support, cybersecurity threats and significant skills shortages due to the fragmented apprenticeship system leads to poor levels of adoption of the digitalisation agenda, particularly among SMEs. Finally, the UK’s infrastructure does not support the scaling-up of technology to support companies, meaning that innovation is under-leveraged. As such, the need for training is paramount in the report, which calls for the upskilling of a million industrial workers. Yet the current employer-led approach to apprenticeships in England, where the nature of the market dictates its future, contrasts to this utopian image.

Summing up

 Utopia, true to its definition as both a no-place and a good place, is a useful framing device, which helps us consider what we might want for ourselves in our future society. The Made Smarter review offers us two very different future outcomes, one with new, exciting and well-paid jobs, creating a society of creators and makers, or, an alternative route towards a de-industrialised, stagnant and import-reliant society. Juergen Maier clearly acknowledges that the UK faces a number of challenges in creating his future vision of industry and employment, including poor productivity and infrastructure. Lack of coordination, leadership and collaboration amongst businesses, academia and other institutions are also listed as central concerns.  Interestingly, Germany’s “re-imagining work” white paper actively engaged in a public dialogue and called upon workers, businesses, unions and other institutions to help contribute to the future vision of work in partnership together. This helped to ease the mystery behind the notion of digitalisation and its implications on work, whilst providing a voice for all in navigating towards a collective vision of the future world of work.

From this perspective, we need to ask what skills and work we really value in society today. Apprenticeships, training and skills development can clearly provide increased national productivity, innovation and meaningful job creation if implemented correctly (Finegold and Soskice, 1989). Yet apprenticeships are too often considered as a magical tool to swiftly solve all of society’s problems, such as youth unemployment, deepening skills gaps and productivity slumps to name a few (Keep and Mayhew, 2010), without much consideration of what is actually needed to secure these essentially utopian benefits. If we truly admire the inherent value of skills and apprenticeships as a means to meaningful and productive employment for society, more weight, investment, regulation and prestige needs to be placed on them.

References

BBC. 2017. Apprenticeship numbers fall by 59% after levy imposed. [Accessed 1 November 2017]. Available from: http://www.bbc.co.uk/news/business-42092171

BMBF (Bundesministerium für Bildung und Forschung). 2016. Report on Vocational Education and Training 2016. [Online]. [No Place]: Federal Ministry of Education and Research. [Accessed 1 November 2017]. Available from: https://www.bmbf.de/pub/Berufsbildungsbericht_2016_eng.pdf

Castells, M. 1996. The Rise of the Network Society, 2nd ed. Oxford: Blackwell Publishers.

CIPD. 2017. Half of Eligible businesses register to reclaim apprenticeship levy funds. [Online] [Accessed 1 November 2017]. Available from:  http://www2.cipd.co.uk/pm/peoplemanagement/b/weblog/archive/2017/10/09/half-of-eligible-businesses-register-to-reclaim-apprenticeship-levy-funds.aspx

Department for Business, Energy and Industrial Strategy. 2017. Made Smarter. Review 2017. [Online] [Accessed 1 November 2017]. London: Department for Business, Energy and Industrial Strategy. Available from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/655570/20171027_MadeSmarter_FINAL_DIGITAL.pdf

Department for Business, Energy and Industrial Strategy. 2017. Industrial Strategy: building a Britain fit for the future. [Online] [Accessed 1 November 2017]. London: Department for Business, Energy and Industrial Strategy. Available from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/664563/industrial-strategy-white-paper-web-ready-version.pdf

Federal Institute for Labour and Social Affairs. 2017. Re-Imagining Work, White paper, Work 4.0. [Online] [Accessed 1 November 2017]. Berlin: Federal Institute for Labour and Social Affairs. Available from: http://www.bmas.de/SharedDocs/Downloads/EN/PDF-Publikationen/a883-white-paper.pdf?__blob=publicationFile&v=3

Federal Institute for Labour and Social Affairs. 2015. Re-Imagining Work, Green paper, Work 4.0. [Online] [Accessed 1 November 2017]. Berlin: Federal Institute for Labour and Social Affairs. Available from: http://www.bmas.de/SharedDocs/Downloads/DE/PDF-Publikationen/arbeiten-4-0-green-paper.pdf;jsessionid=FFFC52E6F5D81905E8B5D4EE90F3E69C?__blob=publicationFile&v=2

Finegold, D. and Soskice, D. 1988. The Failure of Training in Britain: Analysis and Prescription, Oxford Review of Economic Policy, 4(3), pp. 21-53.

Frey, C, B. and Osbourne, M. 2013. The Future of Employment: How Susceptible are Jobs to Computerisation? Technological Forecasting and Social Change, 114, pp. 254-280

Gospel, H. 1995. The Decline of Apprenticeship Training in Britain, Industrial Relations Journal, 26(1), pp. 32-44.

Grugulis, I. 2007. Skills, Training and Human Resource Development: A Critical Text. Basingstoke: Palgrave Macmillan.

Junge, A. 2005. Pandora’s Box #1: Found Toolbox with Neon [Online] [Accessed 1 November 2017]. Available from:  http://www.jungeart.com/assemb/photo_display.php?start=4

Keep, E, and Mayhew, K. 2010. Moving beyond skills as a social and economic panacea, Work, Employment and Society, 24(3), pp. 565-577.

OBR (Office for Budget Responsibility). 2017. Economic Fiscal Outlook. [Accessed 1 November 2017]. Available from: http://cdn.budgetresponsibility.org.uk/Nov2017EFOwebversion-2.pdf

Thelen, K. and Busemeyer, M. 2012. Institutional Change in German Vocational Training: From Collectivism toward Segmentalism. In: Busemeyer, M. and Trampusch, C, eds. The Political Economy of Collective Skill Formation. Oxford: Oxford University Press. Pp. 68-100.

UKCES. 2015. UK Skills Levels and International Competitiveness 2014. [Online] [Accessed 1 November 2017]. Available from:  https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/470017/skill_levels_2014.pdf

World Economic Forum, 2016. The 10 skills you need to thrive in the Fourth Industrial Revolution. [Online] [Accessed 1 November 2017]. Available from: https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/

 

 

 

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How can local authorities deliver better skills and employment support?

Jo Ingold 2
Dr Jo Ingold, Leeds University Business School

On the hottest day ever recorded in the UK, a diverse range of local authority Chief Executives from across the UK gathered in Harrogate for a Roundtable event ‘Can local government help deliver the welfare agenda?’ which ran alongside the Local Government Association Conference. In a short space of time we covered a range of issues. In this blog, I summarise the main issues that were debated, focusing on skills, the challenges of provision of employment support services, and the nature of effective evaluation.

Unsurprisingly skills came up as a key problem, including skills mismatches within local areas, both in relation to moving the unemployed into work and also with regard to employee retention and progression. One example given was of money being made available for skills training in particular geographical areas without incorporating intelligence about the jobs which are likely to be available in local and regional labour markets in future. Such skills mismatch problems are symptomatic of a broader fragmented landscape of skills and employment at the Whitehall level. The agendas of the Department for Work and Pensions (DWP) and the Department for Business, Innovation and Skills appear radically different in this area. The DWP seems more focused on the quickest way into work (in line with ongoing welfare reforms), rather than long-term skills development. In the context of potential (and partial, rather than total) devolution this fragmentation of the provision of social security and skills and employment support is likely to become even more messy, with accompanying accountability issues. Local Enterprise Partnerships (and their equivalents in Wales and Scotland) have a key role to play here but to date it’s not clear how far they are fulfilling this.

Also apparent from the discussion at the Roundtable was that amongst the local authority areas represented – from the urban to the rural and coastal – most were involved in delivering a range of employment support initiatives for a diverse range of groups outside the labour market, particularly those with multiple barriers to work. In some areas such projects were in response to perceived gaps in central government-commissioned Work Programme provision and in other areas they ran alongside the Work Programme. However, very little mention was made of partnerships with Work Programme providers. This raises two critical points.

Firstly, it seems sensible (and more cost-effective) not to duplicate existing – and, importantly, effective – provision. This will become even more crucial in the context of potential devolution settlements. Both local authorities and providers contracted to DWP to delivery employment services (alongside LEPs and their equivalents in Wales and Scotland) need to think more creatively about how to work together more effectively in the next Work Programme contract (from 2017). This is crucial for the provision of more effective employment support for the unemployed and also to provide a more coherent service for employers.

Secondly, with much good work going on, a key question is how to capture what is happening and to rigorously and robustly evaluate it. A few of the projects mentioned around the table were being evaluated but in the context of ongoing and severe local authority budget cuts, there is a need to think more creatively about how local authorities, organisations delivering employment and skills support and universities can work together to evaluate what works for whom and in what contexts (circumstances, labour markets). The black box approach of the Work Programme (freeing employment services up from government prescription) is a promising idea in principle. However, four years on from the introduction of the Work Programme it is still unclear as to whether and how evidence about what works is being harnessed and, importantly, disseminated across all interested organisations. As Julia Salado-Rasmussen argues in her recent CERIC blog, establishing causal links between active labour market interventions and outcomes can be difficult. The potential of more localised (and personalised) provision provides an opportunity for fine-grained and meaningful evaluation that can be better translated into future policy. However, one of the shortcomings of the competitive Work Programme model (and the broader commissioning of employment services) is that programme data can often be protected as ‘commercial in confidence’. It is crucial that such evidence is shared and used for wider benefit in order to inform future interventions to assist the unemployed into work.

Dr Jo Ingold is a Lecturer in Human Resource Management and Public Policy at Leeds University Business School, UK and is currently researching employer engagement in welfare to work programmes: http://business.leeds.ac.uk/research-and-innovation/research-projects/how-do-inter-organisational-relations-affect-employer-engagement-uk-and-denmark/

Co-investment in Workplace Learning: a union-led initiative.

Bert Clough CERIC
Bert Clough
– Visiting Professor, CERIC

There was scant reference to adult skills in the Conservative Party’s manifesto which indicates its low priority in the new Government’s agenda. Warning signs were already emerging during the last year of the Coalition Government. In his letter to the Skills Funding Agency, the former BIS Secretary of State, Vince Cable, outlined that £770m of adult skills funding in 2015-16 will be set aside for apprenticeships. This however means that the bulk of the overall cut to the Adult Skills Budget will fall on non-apprenticeship provision. The Skills Funding Agency has estimated that this could amount to cuts of up to 24% for non-apprenticeship learning over just one year.

The University and College Union (UCU) has warned that these cuts would hit vulnerable learners hardest, with millions of people who missed out on qualifications at school or those who need to retrain missing out if the cuts go ahead in 2015/16. The Secretary of State has stated that colleges and learning providers will thus need to consider how to lever in additional funding directly from employers and individuals.

The UK Commission for Employment and Skills has stated that pressures on public and private finances mean that traditional models of investment in skills are unsustainable. Private investment in training has been steadily declining and in England, part-time learning has fallen significantly. With the public purse likely to be even more constrained in the future, employers and employees will need to invest more time and resources in their development and in new ways of working. Conditions are required to support greater employer and personal investment in skills (Growth Through People, UKCES, 2014).

These conditions will not just magically appear. There needs to be a framework to support and deliver co-investment. Trade unions have been increasingly involved in promoting and helping to deliver co-investment in work –based employee development and lifelong learning. It involves establishing structures to pool funding and “in-kind” contributions such as facilities and time off to study by employer, union, provider and employee. The pioneer project was the Ford EDAP scheme established as a result of a collective agreement in 1987 which opened up a significant demand for lifelong learning. It has been remarkably sustainable, mainly due to it being underpinned by robust collective bargaining and run by the company’s unions.

The last Labour government provided some kick-start funding to the TUC’s learning and skills arm – Unionlearn- for developing union-led co-investment models known as “collective learning funds”. They were piloted in 23 sites across the North West and the East Midlands 2008-10 and managed by the TUC Unionlearn regions. The evaluation by CERIC revealed very positive outcomes not just quantitatively in terms of the learning opportunities taken up and workplace learning centres established, but in increasing union visibility and credibility over learning and initiating partnership working between unions and management through joint union/management learning committees https://www.unionlearn.org.uk/publications/research-paper-13-co-investing-workforce-development

A key issue for the unions has been to avoid displacement to ensure that any expansion of learning activity through CLFs does not bring about a reduction in learning investment by the employer or the state. CLFs need to fund additional learning activity that would not have been previously funded.

A follow-up project Call to Learn was established in the South West region. The project was on a smaller scale and covered five workplaces. These comprised of three manufacturing companies, a DWP workplace and a maternity hospital. The pilots had to be evaluated relatively early in the pilots’ life and any findings were therefore suggestive and unable to fully quantify learning outcomes. Nevertheless, it provides useful information on how the pilots were set up and reveals some innovatory approaches https://www.unionlearn.org.uk/publications/call-learn-tuc-unionlearn-south-west-collective-action-lifelong-learning

Like the previous two regional projects there was a common framework to the pilots such as a learning needs analysis, learning agreement, equality and diversity process, joint learning committee and a collective learning fund constitution.

There was a strong commitment to promote equality and diversity which was a specific requirement of the project and each pilot had robust procedures in place to meet that object. This included matching equality surveys with learning  surveys and with the learning committee taking any necessary action to target under-represented groups in the workforce.

Challenges included lack of ULR and management time to run the funds and no paid study time for the learner.

Successfully negotiating paid time off to study is often problematic due to effects on productivity but one workplace had managed to get round this. The union had negotiated an innovative arrangement whereby the workers studied free ESOL courses outside work time at a learning centre in a location where most of them resided. The company then paid them overtime for two hours of study after or before their normal shift working.

An important factor in the robustness of the three manufacturing pilots was the support of two project officers funded through a GMB Union Learning Fund regional project. There was also significant regional PCS support in the DWP pilot.

With minimal employer support for the learning activity in the maternity hospital pilot the union learning reps (ULRs) were running activities on an ad hoc basis but in a very innovative way. Activities even included funding a community choir ( linking learning with well-being) with some of the courses making small profits and ensuring that the CLF would break even on funding activities overall.

In some of the workplaces, it was the union that decided on and directly brokered provision with the college or private provider. In other cases the union had persuaded management to change the provider to better meet the needs of the learners. In two workplaces it was the ULRs who were actually running IT clubs.

There were positive messages from both unions and management in all the pilots that the arrangements should continue after the Call to Learn project ended.

In view of the rapidly diminishing public funding for workforce development there is an urgent need for models of co-investment to be mainstreamed in VET policy with the government actively promoting them in both unionised and non-unionised workplaces.