Britain, for example, differs from countries like
France, Spain and Japan in not having a ‘job for life’ culture – where sacking
middle-aged workers is easier than almost anywhere else in the world.
The good news, at least, may be that Britain’s
economy is finally crawling out of recession since the International Monetary
Fund upgraded the UK’s growth forecast for 2013 – but the recovery is far from
evenly spread. In London and the south-east, house prices and employment are soaring,
but in areas in the north-east around Teesside there is precious little sign of
improvement – where the local unemployment rate is almost twice the national
average, at 13%.
The problem seems to be at least two-fold – firstly
cities and towns in the UK, for example, need to learn how to reinvent
themselves; and that can mean thinking completely out of the box. Bruce Katz of
the Brookings Institution, a Washington based think-tank, believes the US has
learnt the hard way, saying ‘in America, cities that decline must redefine
themselves. Like a man who has lost weight, they have to get new clothes that
fit – shrinking their boundaries and ambitions; where unfortunately Britain’s
failing towns struggle on indefinitely in their old industrial shape and size.’
But others may highlight areas in the US around New Orleans, Detroit and
Michigan, where parts of the community can resemble a ghost town, thus
challenging Katz’s optimistic view.
Even taking the problems of location out of the
equation, the Economist highlights how “young Britons not only lack abstract
literacy and numeracy skills they also join the labour market with little work
experience and practical training – at least that’s what businesses seem to
find and/or think,” (p.33).
One study by the British Chamber of Commerce
concluded that many leave education with ‘fairly useless’ degrees in
non-serious subjects; and another by the Confederation of British Industry
found bosses disappointed by the disorganization of school-leavers and their
general attitude to work.
Yet on a positive note, one school based in
Birmingham has experimented with a ‘business-friendly’ curriculum since 2000,
when Digby Jones, a former head of the CBI, accused the education system of
failing employers. This led to Richard Riley, a teacher at Small Heath School,
writing to Mr Jones asking him what should be done; leading to him and his
colleagues injecting workplace practices into school life.
Today you’ll find that science, maths and technology
modules are accompanied by presentations about related careers. Unusually for a
school, Small Heath has CBI membership, which gives it useful networks with
businesses and where, for example, Aston Villa football club has commissioned
the statistics class to redesign a network for young supporters and where
Birmingham Airport hosts food technology exercises and back at the school,
pupils are taught how to prepare in-flight meals.
The good news is that their approach seems to be
working as the school has not only made good academic progress, which is one
thing – but last year 223 of its 224 leavers went into employment or further
education.
This is even more impressive considering the school
is in one of the most deprived areas of the city where currently 43% of 16 to
18-year-olds aren’t in school or working.
The bad news, which is so often the case with these
great stories, is why do these ‘great schemes’ always seem to be the exception
rather than the rule. You don’t have to be a genius to realise the more you prepare
youngsters for work, the greater the chance they have to find work – not only
because they have some skills and experience, but because they are additionally
inspired through the experience and exposure to want to work in certain
sectors.
Gisela Stuart, the MP for Birmingham Edgbaston,
argues that schools should be judged not just on their examination results but
on also whether they nurture an aptitude for the workplace – where more schools
should invite businesses into their classroom. It’s just a shame that she feels
she has to argue a point that to many in business would think is an approach
that makes logical common sense.
Society sometimes blames the ‘younger generation’
for not having what ‘they’ determine to be a ‘working culture’ – but surely it’s
society; the media; educationalists; politicians and business leaders that must
guide students by ‘showing them a positive future’ that reinforces the benefits
of embracing a ‘positive working culture’ – and that responsibility can start
today.
References:
Capitalists in the classroom. The Economist. 12-18
October, 2013. p. 33.
The urban ghosts: These days the worst urban decay
is found not in big cities but in small ones. The Economist. 12-18 October,
2013. p.31-32.
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