Tag Archive for unemployment

Pathways-ED: Why is “jobs” a dirty word?

Stuart Middleton
EdTalkNZ
4 April 2012

 

I cannot understand why there seems to be reluctance and even resistance to the idea that a critical outcome of education is to get a job. Note that I have said “a critical outcome” and made no claim that it is the only outcome. But I must say that without the capability of getting a job after 10, 12, and 13 perhaps even 20 years of formal education all other outcomes are made to look rather meaningless and trite.

When I went to school, (yes, this usually breaks out a chorus of simulated violin playing, shouts of “he’ll tell us about walking to school barefoot in the snow into the teeth of a raging gale next” and many other kinds of loving derision) we knew why – it was to get a job. Indeed at the age of 12, I was enrolled in a technical secondary school to become a carpenter. The course of my life was fixed on that job or so I thought.

It is a whole other story, intervention by well-meaning educators who classed me as “academic” and despatched me into 10 years of academic learning, the most perplexing years of my life when I most flirted with failure. The removal of the goal of a clear job for a future shaped rather amorphously which only later crystallised into teaching as a job, certainly made  my pathway rockier than it needed to be.

Take the espoused goal of creating a lifelong learner. I’ll show you a lifelong learner when a person has demonstrated that they are – it is not a soft prediction that one makes. Many seemingly self-educated people are not lifelong learners. To say “I am a lifelong learner” can only be the conclusion drawn after looking back on at least a chunk of a life and being able to document clearly the evidence.

You see, what we need from educational experiences is the capability to do whatever is asked of us next. That is why I am frustrated by the unwillingness of education systems to accept that the key purpose of each stage of formal education is to prepare students for the next stage of their lives – education, eventually being a responsible adult, and, yes, finally getting a job.

Then there is the nonsense that we are in the business of preparing people to have “at least seven careers” as I read somewhere last week. This is baloney. Rare people have two careers perhaps but most, if they have a career at all, have one. “Career” is a qualitative judgment about a continuous quality of achievement in an area of employment. It might mean that a person has different jobs; indeed it is probably essential that they do, but they are changes and growth within a field not a succession of wild swings between “careers”.

Education would do well to set as a key goal, the aim of getting each and every student into a job.

Yes there are issues of unemployment but remember that the creation of unemployment is the outcome of a deliberate ideological stance about how economies best run. We could have full employment if we so wished and were prepared to pay for it and perhaps the western world will return to that one day. Who knows?. Or could we return?

Alongside the issue of youth unemployment we have another mammoth in the house, the unemployable youth. The skills of employment are not hard to define and one list is about as good as another.

Reliability, punctuality, pride in work, ability to work unsupervised, knowing what productivity means, ability to learn, enthusiasm all occur to me. A better, much more worthy, can be seen at http://www.quintcareers.com/job_skills_values.html . These should be a given if an education system is half good. But too often students have simply not acquired them. This is not simply the fault of the system or those who teach but we should ask questions about why this simple catalogue of dispositions and skills evades so many learners.

And the answer is clearly, because they cannot see a connection between what they are doing and the life of working in a job or jobs. Unemployment is a scourge of that we can be certain. The wonderful and gruesome and dispiriting TV series, Boys from the Blackstuff, a British television drama series from the early 1980s sticks in the mind for its main character  Yosser Hughes who was somewhat demented by not having a job and the devastation that brought into his life. He had a couple of catchphrases, “Gizza’ job!” and “I can do that!” which summed up the continual torture of unemployment.

Of course the 1980s a time of serious unemployment among adults who lost their jobs. Now the issues seems increasingly to be among the young who have never had jobs.

Can education hold its head up high and say that we are doing our best? Or even that we are addressing the issue?

 

Pathway-ED: NEETs or Not NEETs?

Stuart Middleton
EdTalkNZ
19 August 2011

 

Sometimes the media is capable of inventing differences in opinion and arguments where none exist. Such was the case when yesterday a television journalist, pursuing a story about unemployed youth, interviewed the Prime Minister and was given a figure of 16,000 and from the Minister of Social Development a figure of 58,000.

Shock horror! Who is telling porkies? Government in disarray? All the usual beat up as the journalist sought to show that the Government was confused beyond comprehension.

In fact it was the journalist who was confused and had little comprehension of what she was being told.

 The Prime Minister was speaking about Unemployed Youth and gave a figure of 16,000 while the Minister was talking about NEET Youth (those Not in Employment, Education or Training) and gave a figure of 58,000. There is a difference between the two groups. In addition, the Prime Minister was speaking about 15 – 19 year olds while the Minister was using the convention used in labour market descriptions of defining “youth” as 15 – 24 year olds.

Unemployed youth are exactly what it suggests – those youth who have been in the labour force but who are now out of work. Up to June this year the youth unemployment rate was 17.3% which was almost three times that of the general unemployment rate. The recession impacts on this area.

But the group which should concern educators is the NEET group – those not in employment, education or training. These are the disengaged, the ones who are simply doing nothing – it does not include those engaged in activity that could potentially benefit them such as travel, are between short periods of employment, taking a break from study etc. More recently it has not included those “engaged” in care-giving.

What do we know about this NEET group?

  •  Most are there because they have disengaged from education and have no useful qualifications.
  • There are more males than females in the group with the male group increasing and the female numbers falling – school attainment patterns are the thought to be the cause of this pattern and of course young mothers at home are now excluded from these calculations.
  • There are more Maori NEETs than any other group – 17% of Maori aged 15-24 are NEETS compared to 14% of Pasifika youths and 8% of European youths.
  •  The proportion of NEETS peaks at 11% around the age of 18 and 19 years quite dramatically as a result of those who fail to make the transition from school to work or postsecondary education or training. It then remains constant at around 8% until age 24 years, the upper limit for this group. Presumably NEETs then graduate into the general unemployment, benefit dependent statistics.
  • The rate of those joining the group of NEETs is constant and in some areas (male, Maori, Pasifika) is increasing subsequently frustrating any progress in reducing the overall group. The only reduction achieved has been through removing caregivers from the calculation.

This is not a pretty picture given the demographic profiles of the different groups, the relatively greater proportion of young people are Maori and Pasifika,  and the increasing numbers of males are becoming NEETs.

It is also a cause for concern that youth caregivers have now been excluded from these calculations since it is also known that youth parents (especially teen mums and dads) tend to have lower levels of educational achievement if they have any. They have low levels of visibility as a group. The prognosis for their futures when they are free of the duties of care is not good. Excluding this group from NEET calculations has reduced the total NEETs figures – is there a message here of the educational preparedness of young people for parenthood in this?  There are nearly 28,000 young people in this category!

Again this NEET phenomenon is one we share with other English-speaking countries. We might despair of the size and seeming intractability of the issue in New Zealand but we still have scale on our side compared to those other countries.  How long will we be able to say this.

Tinkering around with the pocket money of a small group within this larger issue won’t have any impact beyond a possible populist appeal to those who believe that NEETs and other like them should be “dealt with”.  A more rational approach would demand a plan to tackle the issue of NEETs and to get the pipeline working on qualifications and educational success at school. While that work is going on others need to be developing a labour market more benign to youth employment and that includes the creation of many more jobs.

So who was right, the Prime Minister or the Minister of Social Development? Both were. They were talking about different groups. It doesn’t help when journalists add to the confusion.