UK needs to develop a culture of excellence to compete world-wide

Citation

(2003), "UK needs to develop a culture of excellence to compete world-wide", Education + Training, Vol. 45 No. 4. https://doi.org/10.1108/et.2003.00445dab.002

UK needs to develop a culture of excellence to compete world-wide

UK needs to develop a culture of excellence to compete world-wide

Vocational education and training in the UK need to emphasise excellence rather than competence to enable young people to compete with high fliers internationally, says a report from the Learning and Skills Development Agency (LSDA) and UK Skills, the organization that runs international skill competitions. From Competence to Excellence suggests that UK post-16 education and training produce large numbers of competent young people but few with top-quality skills. It says that the factors contributing to success in skill competitions can also help to raise young people's skill levels in a wider context. The research shows a close link between success in international skill competitions and the possession and demonstration of attributes such as motivation, the ability to work under pressure, meticulous planning, good social and communication skills and an awareness of high standards. These skills and attributes are also desirable qualities in the workplace and essential if the UK wants to compete internationally.

Three vocational areas were selected for research:

1. 1.

   hospitality and tourism (Llandrillo College, North Wales);

2. 2.

   media, photography and performing arts (Derby College); and

3. 3.

   painting and decorating (Leeds College of Building).

The research aimed to discover the changes needed to produce world-class performance by students and assess their effectiveness. All teachers and students were frustrated by the lack of time to develop technical expertise and the perceived lack of high expectations in performance required to achieve qualifications. As a result, the curriculum was changed or enhanced:

• •

  Extra time was allocated to develop and practise more advanced skills.

• •

  A higher priority was given to key skills – particularly communication, information technology, the ability to work with others and improving learning abilities.

• •

  Students were encouraged to develop a professional image, good customer-care and social skills, and set themselves high standards.

• •

  Small steps to success, regular feedback, frequent assessments, "quick wins" such as the achievement of qualifications in health and safety and basic hygiene, and reward systems were introduced as motivators.

• •

  Each college included a residential activity and work-based training into the course, plus improved links with professional bodies.

• •

  Demonstrations and master classes enabled students to learn by example.

• •

  Students were encouraged to participate in competitive situations such as the Tomorrow's World Live exhibition and the British Open Cookery championships, and raise their own standards.

The impact of the project was assessed by observing students' performance and by before-and-after self-assessment questionnaires that the students completed. Control groups of students who were not part of the project were used to compare what changes had occurred. Students showed a more mature approach to their work, more advanced technical skills, more positive and collaborative working relationships, stronger motivation, greater initiative and a greater pride in their appearance and public image. The impact of the enhanced curriculum was demonstrated by success in competitions – for example, two students from Derby College won the gold award for the Further Education Popular Music competition – as well as achievement on the course.

Chris Hughes, Learning and Skills Development Agency chief executive, said: "Although the research concentrated initially on the reasons for the UK's poor performance in skill competitions, it became obvious that outcomes were emerging which had wider implications for the development of excellence in vocational skills. One of these is that young people need to be sufficiently stretched through their education and training. We need to set higher standards and encourage students to set their own sights much higher if we are to compete in the international marketplace. This will have consequences for the way that many vocational qualifications are designed. Competence is no longer good enough – we need to strive for excellence."

Linda Ammon, UK Skills chief executive, said: "Success in competitions and at work depends on a person's ability to communicate, operate in unfamiliar surroundings, interpret new information, react calmly under pressure and be flexible to changing environments, as well as on high technical performance. What this experiment shows is that we need to set much higher standards, reshape attitudes and develop students' all-round abilities if we are to raise our performance as a nation."

From Competence to Excellence: Developing Excellence in Vocational Skills, by Barry Smeaton, Maria Hughes and Graeme Hall, is obtainable free of charge from Information Services, LSDA, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS. Tel:’+44 (0)20 7297 9144; E-mail: enquiries@LSDA.org.uk