Post-school Educational Provision (for employers)

The object of this proposed research is to try to discover, during these current times of global instability relating to economic, social, and commercial factors, what are the main effects on students in terms of how they approach the issue of entering post-school educational provision.

It is also proposed from both students and teaching staff, to discover what changes in the structure of the academic year, methods of delivery, and modes of study, new curriculum areas and sources of finance may be appropriate in meeting these concerns for both students and educational establishments.

This proposal has arisen from direct experience in discussion of such factors as:

1 Exiting pressure to enter study immediately after leaving school.

2 Difficulty with the traditional model of classroom education and so reluctance to continue with this mode.

3 Difficulty in choosing, and attractiveness of range of programmes available.

4 Financial barriers.

5 Concerns for the future in terms of the environment and economy.

6 Possible dis-satisfaction with established societal expectations.

7 Financial pressures on colleges and universities and a resulting pressure to reduce costs and increase income.

What do you believe are the main concerns of employers regarding the current range and duration of post-school courses?

  1. here in the uk, in our business, which is leisure, a high percentage of our staff are at university. i find them well educated but on a very limited range of topics. post-pandemic, this has become even more prevalent. the lack of simple life skills does amaze me. many have grown in a bubble with little or no understanding about real-life working. many are in their first job at 19! obviously, as an older person, we started work much earlier; in my case, at 12, maybe a little young. however, it gave me experience of mixing with all ages, all backgrounds, races, and religions by interacting daily with customers. this is the thing we find most difficult. decent, well-educated, mostly polite young people... but lost in the real world. we have to ground them and start again. i do wish secondary education/parents would prepare them more for the world. many don't even know how to set up a bank account and pay bills :) most cannot do mental arithmetic.
  2. length of the courses
  3. how relevant are courses for the industry they are training to work in?
  4. prior life experience, as well as the qualification, is suitable for future career prospects within a certain discipline.
  5. in my experience, there is certainly a growing disconnection between what is being taught (and perhaps those doing the teaching) in further and higher education and the “real” world of business and practice. i also feel that there need to be closer links between business and education, something that has been lost in more recent times.
  6. lack of experience from people
  7. the students lack sufficient knowledge of specific accounting situations.
  8. some post-school courses seem irrelevant and fail to adequately prepare graduates for the workplace.
  9. 请提供需要翻译的内容。
  10. what employer might want a student to work for two consecutive months not in their direct job at the workplace, thus creating added value, but to go to college, and then have the same thing happen again after a couple of months?

In the future how often do you feel that people may need to retrain in their working lives?

  1. i think people will have to retrain probably every decade. as the pace of change accelerates, many different skills will be required, but without people skills, they won't succeed.
  2. probably a few times
  3. 2-3 times
  4. cpd should be ongoing throughout the duration of working lives as people need to keep up with new initiatives, legislation, and innovative practices.
  5. learning should be a continuous part of working life. there are opportunities here for better coordinated links between further education and businesses, to the benefit of both.
  6. 2 or 3 times in life depends on each person.
  7. every 10 years
  8. difficult to say but definitely more often now than 15 years ago. it’s important that relevant courses are accessible as not everyone who needs or wishes to retrain is straight from school.
  9. 10 m.
  10. often, depending on the direction of work in the region.

Do you consider that it is possible or desirable to move away from the traditional academic year structure and course duration?

Do you believe that alternative models of student funding should be considered?

Do you feel that remote learning can be delivered so that it complements practical experience?

Which courses are becoming less useful to employers and why?

  1. truly dependent on the sector; however, basic skills in numeracy and literacy need improvement.
  2. not sure
  3. early education and childcare courses are still suitable for future employment.
  4. i do not have sufficient knowledge of the courses being offered to make any meaningful comment, though educational institutions should be rigorous in establishing which courses rarely lead to improved employment opportunities and the merit of continuing with them.
  5. theoretical part because practice is more important.
  6. not sure. in our industry, the available courses are relevant, but i would argue that they have become less challenging and too easy to pass. this leaves employers diminishing their relevance.
  7. 请提供需要翻译的内容。
  8. duplicating study programs.

What are the new courses and subject areas that should be developed?

  1. ai, it, medical, green energy, etc.
  2. courses that utilize futuristic methods of learning and can be applied practically.
  3. courses need to be relevant to the industry if that is what they are designed for, and they should take into account future innovations, the latest technologies, and the most up-to-date ways of working. they need to be dynamic and provide the necessary education for the students.
  4. most certainly it and programming skills. stem courses should remain a priority but not at the expense of neglecting creative arts.
  5. controller
  6. courses for trades such as plumbing, joinery, electrical work, engineering, etc. subjects related to renewable energy development. practical courses in hospitality.
  7. 请提供需要翻译的内容。
  8. deepening knowledge of information technology.

Do you believe that the ‘apprenticeship’ model can be extended to a greater range of job roles?

How can colleges and universities effectively work together with employers, so that the curriculum is relevant to industry and commerce?

  1. unknown
  2. more communication and interaction
  3. education providers should develop connections with industry, including both large and small companies and institutions.
  4. they need to agree on theoretical and practical content that is relevant to the industry. within the health and social care setting, ongoing communication with sssc, colleges, and placements is beneficial to adhere to standards and codes of conduct.
  5. there must be more and improved communication between those who teach and develop curriculum and those who practice in business and industry. a two-way relationship to the benefit of both.
  6. more communication and participation between the university and employer in conjunction with the student.
  7. participate in the final thesis part.
  8. address the needs of the industries and keep up with them as they inevitably evolve. work with local outlets in a mutual learning capacity that benefits the college/university, the students, and the industry.
  9. 请提供需要翻译的内容。
  10. communicate with regional companies and consider the number of missing specialists in the companies. in many cases, the study material does not align with the direct performance of job functions.

Should every course include an element of work experience? How long should this be?

  1. yes - dependent on skills required
  2. yes, until a practical understanding of the course and the variety of work is understood in an existing course.
  3. work experience is a useful tool to help students develop an understanding of the workplace. 6 weeks to 20 weeks.
  4. ideally, students should be able to relate theory to practice. courses should ideally include an integral placement element, either weekly (one or two days of work experience) or in blocks, for example, four weeks.
  5. absolutely. ideally, more apprenticeship models should be developed where education and practice are combined throughout the course. work experience is always valuable, but periods of less than a month are less useful, in my experience.
  6. yes, at least 1 year
  7. yes, no less than half
  8. depends on the sector but in general yes. a three-month period each year of the course?
  9. ................
  10. not necessarily.

Your institution and country:

  1. employer
  2. marijampolė college. lithuania
  3. marijampolė college, lithuania
  4. sodexo uk
  5. glasgow kelvin college
  6. architecture, former student of strathclyde university, scotland
  7. glasgow kelvin college
  8. marijampole college, lithuania
  9. hospitality/ scotland
  10. lithuania
…More…

You are:

Your age:

Create your questionnaireAnswer this form