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National Vocational Educational And Training Initiatives In Relation To The Objectives Of The United Kingdom Department For Education And Employment

3035 words - 12 pages

This essay will explore and discuss the history of vocational training (VT) within the United Kingdom from it’s initial existence and follow the development of VT to where it stands now. It will discuss the large number of stake holders involved with the UK system including government and private sector and discuss the complexities and problems of UK Vocational Training. It will discuss the German system of skills training and how it compares with the UK system of training for workers.
The essay will then lay out some of the future practices of training within the UK as described by the government white paper (2005).
National Vocational Educational and Training (NVET) initiatives in relation to the objectives of the United Kingdom Department for Education and Employment (1996) were to encourage lifetime learning and to encourage employers to invest in building the skills required for competitive business.
NVET seeks to reconcile the educational training needs of the individual, the employer and the economy in such a way as to increase the competitiveness of organisations and British Industry as a whole, while at the same time ensuring that individuals can develop in ways that will enable them to lead meaningful and satisfying lives.
Harrison, R. (1992).cited in Walton, J. (1999) p75.
Methods of training and educating employees had been in existence in some form or other since medieval times. In certain industries such as engineering and printing apprenticeships had long been established. Although the education act of 1944 required employers to release young employees to attend ‘further education and liberal studies’ classes in ‘county colleges’, it wasn’t until the nineteen sixties that national training and learning initiatives came into existence. Reid et al. (2004)Up to this point many organisations were still rigid in structure and ruled by bureaucracy as fathered by Weber, (1947) and followed the principles of Taylor (from Morgan.1997) where workers were deskilled for efficiency and hierarchic managers held a position of superiority and knowledge held by them was never shared as this knowledge was power. The middle years of the twentieth century saw theories from Maslow (1943) who defined a ‘hierarchy of needs’ for individuals in the work place and McGregor (1960) who contrasted management styles and categorised them into ‘X and Y’ theories, X being akin to Taylor's scientific management principles and his Y theory proposing that managers understood that workers wanted to contribute to the organisations objectives. Work now involved tasks being challenging and meaningful for the worker and the term ‘job enrichment ‘ now existed as stated by Herzber,g et al. (1959).
The later part of the century was subject to relentless change. Kolb, (1974, 1984) introduced a theory that managers should be naturally learned ‘by experience’ and described a four stage sequential process for learning at work without a teacher or trainer. In industry new...

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