Towards Preparing Young People for Employment and Further Study: First Evaluation of the City & Guilds TechBac

Autor/inn/en	Emira, Mahmoud; Rahman, Zeeshan
Titel	Towards Preparing Young People for Employment and Further Study: First Evaluation of the City & Guilds TechBac
Quelle	In: Research in Post-Compulsory Education, 22 (2017) 1, S.49-67 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2016.1272077
Schlagwörter	Foreign Countries; Employment Qualifications; Job Skills; Mixed Methods Research; Program Evaluation; Program Effectiveness; Vocational Education; Interviews; Student Attitudes; Teacher Attitudes; Employer Attitudes; Surveys; Knowledge Level; Skill Development; Work Attitudes; Readiness; Role of Education; Late Adolescents; Postsecondary Education; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Produktive Fertigkeit; Programme evaluation; Programmevaluation; Ausbildung; Berufsbildung; Interviewing; Interviewtechnik; Schülerverhalten; Lehrerverhalten; Arbeitgeberinteresse; Survey; Umfrage; Befragung; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Work attitude; Arbeitshaltung; Bildungsauftrag; Halbstarker; Post-secondary education; Tertiäre Bildung; Großbritannien
Abstract	Despite the United Kingdom government increasing efforts to tackle unemployment, young people face a number of barriers to be employed. As a leading awarding body, City & Guilds launched the TechBac in 2014 to address some of these barriers and provide learners with a balanced programme of vocational study. This article is based on the initial findings of the TechBac evaluation to assess its impact on learners. Using a mixed-method approach, the research involved qualitative interviews with learners, tutors and employers and a quantitative learner survey. It aimed to understand the experiences of learners doing, and tutors delivering, the TechBac; identify mediating and moderating factors in this process and suggest improvements. The findings indicated positive impact on learners' knowledge, skills and their attitude to learning, which are demanded by employers. A few mediating (e.g. meeting stakeholders' needs) and moderating (e.g. insufficient information about some elements of the TechBac) factors in the programme learning experience and delivery were identified. The article concludes with some recommendations to improve future provision of the TechBac. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01