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GCSE results: Government resits policy branded ‘a disgrace’

Less than a quarter of Maths re-takers passing and school leavers are the biggest losers from crash in apprenticeship opportunities, so the government must respond. AELP says that the government is letting a generation of young people down by blindly persisting with its damaging compulsory GCSE resits policy for English and maths.

Contributor: Mark Dawe | Published: 24 August 2018

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Treating technical and vocational schools as second best damages UK prospects

Across British politics, there is a recognition that technical and vocational education has been badly neglected. The Government has recently made this one of its core priorities, via the introduction of T-levels for students aged 16 and over and new Institutes of Technology. This is particularly urgent, given our imminent departure from the European Union.

Contributor: Toby Young | Published: 17 August 2018

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Mishandling of levy reforms sees apprenticeship opportunities slump

Thousands of young people receiving their A-level results on Thursday will be disappointed to find that the debt-free choice of a higher or degree level apprenticeship may not be available to them. This comes five years after former Prime Minister David Cameron said he wanted it to ‘to be the new norm for young people to either go to university or into an apprenticeship’.

Contributor: Mark Dawe | Published: 16 August 2018

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Employees should take responsibility for their own financial education 

Research by Chase de Vere, the independent financial and corporate advisers, in conjunction with Lightbulb, an independent research company, shows that an increasing number of employers believe that their employees should be responsible for their own financial education.

Contributor: Sean McSweeney | Published: 6 July 2018

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Later life learning on the increase

The great inventor Henry Ford once said that “anyone who stops learning is old, whether at twenty or eighty” 1, and it’s a message millennials appear to be taking on board, with nearly three quarters saying its likely they’ll return to education later in life. Contributor Dr Nick Smith.

Contributor: Nick Smith | Published: 16 June 2018

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Rising concerns over T Level work placements

With only two years to go until T Levels become part of the education curriculum, new research published by City & Guilds and AELP reveals that just 17 percent of UK employers feel that they have a good understanding of the new qualifications, with almost half (49 percent) rating their understanding as poor.

Contributor: Kirstie Donnelly | Published: 31 May 2018

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Skills shortage in teaching damaging school performance

More than three quarters (79 percent) of school and Multi-Academy Trust (MAT) leaders in England believe that the skills shortage in teaching will become more severe over the next three years, and 84 percent believe that a culture of ‘recruitment compromise’ is undermining overall performance within their schools.

Contributor: Nicola McQueen | Published: 4 May 2018

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At last, internships scores a positive

The Institute of Student Employers (ISE) annual Development Survey found that graduates who have undertaken an internship are more likely to have honed the skills businesses need. The report, launched at the ISE Student Development Conference, found that 63 percent of employers believed graduates who had undertaken work experience had the required soft skills, yet less than half (48 percent) thought this of graduates in general.

Contributor: Stephen Isherwood | Published: 6 April 2018

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Vodafone launches world’s largest international jobs programme

Vodafone has announced the launch of a ground-breaking international future jobs programme “What will you be?”  to provide career guidance and access to training content in the digital economy for up to 10 million young people across 18 countries. The Vodafone digital skills and jobs initiative is the largest of its kind in the world.

Contributor: Vittorio Colao | Published: 3 April 2018

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GDPR – Schools have had enough of overviews; it’s specifics they need now

Until very recently, many schools have been left to interpret the vague guidelines for GDPR and decide how best to implement them. This has resulted in confusion – even leaving some schools feeling that they have no option other than to enlist paid-for services, rather than negotiate the minefield themselves.

Contributor: Al Kingsley | Published: 29 March 2018