The purpose of this paper is to discuss the impact of policy, along with legislation and initiatives on the quite changing and challenging workforce landscape in the current working environment. It has the same aim or target as the module itself: to support the development of knowledge, and why not, understanding, of the current work practices and common culture within an integrated work sector deliveries. All the notions will be discussed accordingly to respond the paper’s questions.
It is important to begin this study by defining what the term “working practices” really means. The best explanation would be that it represents the ways in which the members of labor force carry out their tasks in the company. Working practices can be set by establishing formal agreements between employers and employee representatives (Holman, 2003).
As said, the role of this study is to offer the necessary answers to questions regarding the ever changing working sector, current working practices and related issues of the young people’s work force.
Government initiatives affecting the children’s and young peoples work force.
Helping the country’s young reach their full potential, represents a challenging aspect. It is also a national and international preoccupation. The government and most of the mass media are fixed on this issue, debating it, in order to find the proper solutions. Today, the program Every Child Matters is starting to show its effects and real benefits for the entire society. It is an integrated part of child / youth care and protection legislation (Jones, Tomlinson, Moss, Welch, 2008).
This issue has recently become highly popularized by the mass media and government. British Prime Minister Gordon Brown and his ministerial cabinet have created the Department for Children, Schools and Families. Children and young people’s interests are at the heart of the current government. This is why one of the measures was to professionalize the youth workforce. Some of the developments include the establishment of the Early Years Foundation Stage in England and the Integrated Qualifications Framework, which will enable practitioners to choose and move quite freely between disciplines.
Regarding youth work, it will become a graduate profession by 2010. There will be required just a minimum qualification. Currently a foundation degree or a higher education diploma is needed. This reform will make a step further in solving the youth workforce issue.
Most of the latest government initiatives are intended to help and support the children’s and young people’s work force. By implementing them, there is a chance that the working environment will eventually change, and get rid off the unneeded or unexpected issues.
Analysis of the impact of government initiatives on the student’s own workplace. Their Structure and Concepts. The Evaluation.
In the context of the current economic crisis, it is pretty hard to find a proper workplace. This seems to be a big issue for adults, and also for students and the young generation of citizens. This is why the government has initiated a new reform in this sensitive domain. It is called the “Young People’s Workforce Reform Program”. It is the government initiative with the highest impact in the country and it is worth to remind and analyze.
Young People’s Workforce Reform Program is the government’s ten year strategy, specially developed for young people. It aims to develop a highly skilled, confident and secure workforce who can work to deliver the best possible outcomes for young citizens. This reform program is part of a larger government strategy, called 2020 “Children and Young People’s Workforce Strategy”. This was published in December 2008.
The strengths of the current reform programs, along with the impact and essential aspects, are the following:
Informed strategy management and forward looking – these have led to better results for young people;
A growing recognition by the local or regional authorities of the essential role youth support services play in improving results;
High qualification and even training levels in the case of youth workforce;
Workers and managers that need to respond to the new and revolutionary Integrated Youth Support Services Agenda.
However, there have appeared some issues, because of the implementation of new reforms in the workplace domain. The most important and decisive ones are:
The disparities in training, qualifications and even results across a broad segment of young people’s workforce;
Well exposed concerns over medium and long-term recruitment, job mobility and retention;
It is thought that the training needs to be spread more widely than it is now, and also where it is possible to be coordinated with statutory and private sector training;
It is said that workforce data is inconsistent and patchy;
Leaders and managers need proper training to be capable and face different challenges and difficulties (CWDC, 2009);
In the past few years, the young people’s workforce programs have shown impressive versatility and commitment, providing the needed services to young citizens, and also for their families across Britain.
Settings as value systems; issues of power, authority & influence within settings.
Today, we talk a lot about value systems and also about settings as value systems. Youth workforce is formed in schools and high schools, and after that finished in a university or high educational institutions. The results of all these years will be the development of different capabilities and knowledge in a specific domain, and diplomas that attest them. Simply ensuring young people’s access to school and other educational opportunities represents an important aspect of forming the next generation of workforce.
Young people in some parts of the world are denied education or other forms of medium and higher education. This happens mostly in Third World Countries. It is important to put an accent on this information and compare the situation of Great Britain, a First World Country and a Liberal Democracy, and the one of Third World Countries. Less developed countries, such as Ecuador, Tanzania and Nigeria, and marginal states like Angola, Liberia and Somalia represent “failed states” or these are almost in that position. Due to poverty and other related factors, these countries were unable to invest in the most important aspect: Education. This forms the young people’s workforce and the next generation of taxpayers. It all starts and has its roots in education and national programs. This is one of the arguments why settings exist and are considered to be value systems.
What are the aims of education that are also fundamental in the development of the young people’s workforce? There are a few elements that need to be taken into consideration:
The stimulation of creativity
The promotion of logic thinking
Overcoming of close-mindedness and provincialism – essential in the today’s worldwide system
The fostering of skills, abilities and knowledge in a domain or more
There are also some issues in today’s legislation regarding the young people’s workforce. It is true that power, authority and influence within these settings are quite controversial issues. Most of these are related somehow to ethics and political philosophy. It is all about concepts and principles. Due to the fact that we are not living in a perfect world, sometimes appear discrepancies between different segments of the population.
Currently, Great Britain has and is constantly developing a positive approach regarding the young people’s workforce issue. However, as said, nothing is perfect and there is the possibility of improvements.
The diverse and evolving role of the practitioner.
The standard definition of a practitioner is someone who engages in an occupation or profession. The world is changing along with time and people. This is why it is essential to note the fact that the role of young citizens is changing, now posing different and more diverse challenges.
This is why the British Government has launched or it is really close to launch some valuable programs to help different types of young people. The most important ones are “Young People’s Workforce Reform Program” and 2020 “Children and Young People’s Workforce Strategy”. Basically, nothing has changed. The main parts have remained the same. We don’t need to forget that the United Kingdom has one of the best educational systems in the European Community.
Learning environments as a commodity and service. More about Every Child Matters.
Learning environments represent the key factor in child & young education. Every Child Matters is a British program created to improve outcomes for all children in their learning and development. Today, providers of children’s and young’s commodities and services become more complex and diverse. There is a need to create a certain degree of coherence between services. Each and every year there are made improvements and better results are expected. The Early Years Foundation Stage, also known as EYFS, was designed to be an instrument in achieving what is constantly expected: better outcomes.
In addition, working environments play important roles in the development of both children and young people. As the environments have shaped the way people look, learning environments shape the way the next generation thinks and takes decisions. They will become tomorrow’s adults. Time passes by so quickly that it is impossible to reject new and better alternatives to the current educational system. The British Government and Legislature are opened to changes, due to the fact that the Education System is vital for this country, and the same situation is in the other EU countries.
Government initiatives shaping the future.
The future is simple, yet quite complex. There is a need for a lot of reforms in the educational segment.
Children and teenagers will need to develop skills and abilities. So, in this way, schools, high schools and universities will prepare the subject for the inevitable: starting to work and become a taxpayer. This is why the practical skills will be more valuable than they currently are. Today, we still put an accent on theoretical information, rather then developing skills and native talents. Each and every person has the potential to become a top specialist in at least one domain, and be the best in that specific niche. It is better to be an expert in one thin and distinct niche, rather then being mediocre or even worse in a large domain of activity.
It must be also tried to develop the personality of the child or teenager. In this way he or she will be capable and have the courage to say NO or ENOUGH where it is the case. Things will become more precise and exact, being also helped by each ones creativity. Germany and Austria currently have educational systems that fit this description. They promote creativity and proper usage of knowledge and know-how, rather than on theory.
Working within a multi-agency culture and understanding the role of other professionals.
Multi-agency working is not about to homogenize all the professional backgrounds which seem to be represented in the service. Most of the times, difference is a good thing, and it helps when there needs something to be distinguished. It allows the development and apparition of creativity and alternatives. The idea is that the individual professional, and why not organizational culture will have a serious impact on the dynamics of the whole group. In this way it influences a bit the approach. Everything that exits has several individual marks, becoming an integrated service. Understanding the role of other professionals, along with appreciating their efforts represent features that can happen within a multi-agency (ECM, 2009).
About the changing nature of settings within the community.
Settings tend to be different and sometimes almost opposing in relation one which each other. They also change as time passes by. It is impossible to stop these changes. Changes may also mean evolutions, or improvements. At a community level, changing the nature of settings regarding the young people’s workforce seems to be an appropriate solution. It can represent a solution if the community suffers due to its own problems. It is just like in the case of a circle. Any wrong taken decision is capable to trigger serious related issues. As said, the workforce is a delicate and sensitive case. It has ramifications in economy, due to the fact that in order to internally and externally provide goods and services, there is a need of competent workforce to produce it.
In conclusion, it is essential to state that there have been made huge improvements in the last years, in terms of educational quality. UK’s educational system still remains one of the most efficient and effective ones. Most probably, it will be the same picture in 2020, when one of the biggest programs designed for improving the education and outcomes of young people’s workforce, will have “partially” ended. The word “partially” was not randomly used. The British Government will need to be sure that the educational system is up to date with the recent modern trends in terms of forming and helping young people’s workforce.
Furthermore, it is not all about education here. Usually, workforce is a domain linked with any other one. The economy is based on workforce and there is currently a need for capable and skilled workers. This is not a particular issue, but more something general.
Finally, we must state that the current Government initiatives are having a great impact on the children’s and the young people workforce. All the national programs on the Children’s and Young Peoples Work Force agenda have the capacity to change this nation.
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