Editorial

Citation

Holden, R. (2003), "Editorial", Education + Training, Vol. 45 No. 1. https://doi.org/10.1108/et.2003.00445aaa.001

Editorial

First a warm welcome to all subscribers and readers to the 45th volume of Education + Training.

Transition from formal sites of learning (school, college, etc.) to work and employment is a fundamental feature of this Journal's focus. Of course individuals learn wherever they are located and it is pleasing to see increasing recognition of the potential of the workplace for young person learning. However, the difficult questions surround the appropriateness, suitability, and application of what is learnt at one stage of life for transition to another. In other words, the impact and benefit for the subsequent career and personal development of the individual. Nowhere is the debate as vigorous as it is at the younger end of the labour market. There is no shortage of opinion on what young people know or do not know, can or cannot do, as they enter the labour market. Public policy often races ahead of informed research and, as a result, ambiguity and uncertainty remain. A combination of myth and confusion may well mean that what further and higher education delivers in terms of knowledge and skills goes unrecognised by many employers. In this context, it is fitting that the volume kicks off with a refreshing look at issues around competence and capability. Some may despair at the thought of another buzzword but Brown and McCartney's idea of "capatence" may well capture the combination of generic skills and technical ability which, increasingly, research seems to be suggesting employers are looking for in young people.

No great consensus surrounds the UK Government's target to achieve 50 per cent participation in higher education amongst 18-30 year olds by 2010. It is the view of this Journal, however, that if anything the target is an underestimate. This is not, though, to minimise the tensions, the difficulties, and the challenges inherent in progressing towards such a target and it is these issues that are of interest to E+T. The Higher Education Funding Council's report Supply and Demand in Higher Education argues convincingly that the HE sector cannot deliver the expansion on its own and that, critically, demand for higher education holds the key. Here, though, research is limited, patchy and inconclusive. For example, it seems that a decade of government investment in helping universities build enterprise, capability and general work readiness amongst undergraduates has not been well received by small businesses. Yet, overall, the evidence on graduate contribution to SMEs, albeit limited, is very positive. The 50 per cent target may well be more likely achieved by encouraging more learners to gain NVQ level 3 qualifications (e.g. modern apprenticeships) and then to progress into HNDs and Foundation degrees. But this still leaves unanswered questions about employers' perceptions of the appropriateness and suitability of sub-degree vocational learning to meet their skill requirements? These questions and uncertainties are drawn in the context of the UK but similar issues and questions face many countries.

Having set, albeit somewhat crudely, such a scenario, I'd like to take this opportunity to issue a loud call for papers to discuss and debate, through this Journal over 2003 and 2004, "wider participation in higher education" and the implications of this for the nature and characteristics of post- 16 learning and from here into employability and the worlds of industry and commerce. One sub-theme of all this, which has been built into the volume for this year, is a special issue on entrepreneurship education and training. This will have a particular focus on understanding how further and higher education can facilitate start up businesses and assist in the transition from formal periods of vocational learning to employment in small businesses. As an aside here I couldn't help but observe that it is ten years since E+T published a pioneering special issue addressing the then Department of Employment's Enterprise in HE initiative, which gives this proposed special issue a certain sense of timeliness.

I have made before a plea for more contributions from what, rather loosely, we call practitioners. The case study feature of the Journal hopefully makes writing a valuable article a little less daunting to those unfamiliar with, or nervous about, writing a substantive piece for a journal. If there is an interesting story to tell about an initiative, or a project, or a practice that has worked well (or not so well – we learn from our mistakes) we want to hear it. Writing in partnerships is another way pertinent material can be produced. Partnerships between institutions of education and the industrial and commercial world are now a feature of education and training like Blackpool through a stick of rock. Articles are welcomed from academic and industrial partners. I could produce an enormously long list of possible topics but the following will suffice as indicative examples: the integration of theory and practice in the design of vocational learning; graduate apprenticeships; young person mentoring; placements and internships; work experience; sub-degree and degree "capability"; school/college and industry partnerships; employability; and induction. And it would be misleading in the extreme not to include the huge impact and potential of information technology on all aspects of the transition of young people from education into work.

Finally, I would like to thank the editorial team and in particular Paula Fernandez, Vicky Harte and David Pollit for helping to steer E+T through another successful year over the course of 2002.

My best wishes for a rewarding 2003.

Rick Holden