Interviews to Explore How to Tackle Employability Barriers for BTEC Level 2 Media Learners

Tunmise Oluwakayode

19 June 2013

 

 

Abstract

This summary presents the main findings from research undertaken on interviews to tackle employability

barriers for BTEC Level 2 Media Learners. The research adopted a qualitative approach of interviews with

seven learners; three of them currently in education, two on an apprenticeship scheme and two in

employment. It includes a review of the relevant literature; description and methodology; summary of

findings; discussion and conclusion.

Three learners interviewed had traditional college characteristics but came from non-traditional

backgrounds. They were 2 males and a female; aged 19, 22 and 16 respectively; black and 2 white; single;

childless; and their highest entry qualification was three GCSEs at D or above including English. They were

mainly non-traditional students whereby neither parent had a college education qualification but had some

exposure to college education because another close relative held a BTEC qualification.

There were two males; black; aged 17 and 21; single; childless; major drivers for entering into

apprenticeship scheme were financial issues and laziness. The other two learners, 18 year old white female

learner and the 20 year old black male, were from disadvantaged backgrounds; faced with poor social

conditions because of parental ill health. They were studying Creative Media Production BTEC Diploma

Level 2 and IT BTEC Diploma Level 2 on full time basis and aim for a profitable employment after the end of

their courses.

Features of development: the findings of the literature review

The findings of the literature reviews a worrying mismatch between the skills employers need and the skills

the next generation of employees are focusing on due to inadequate career advice currently available to the

young learners.

Working Brief, a quarterly magazine of Centre for Economic and Social Inclusion (CESI) (Tony

Wilson, 2011), reiterates that the system for young people needs urgent fundamental reform due to high

unemployment level that has never been at any time since the 1980s.

The implications of the changes to the apprenticeship programme set out in the Education and Skills Growth

Review (BIS, 2011) for different equality groups varied and the findings of this assessment considered only

the nature of impacts rather than the quantitative effects on apprenticeship numbers.

Features of development: the research findings

Barriers depriving the young learners on BTEC Level 2 Media courses from obtaining and sustaining a

profitable employment can be social, economic or educational. Social barriers include (i) travel costs and

availability; (ii) equality and diversity; (iii) disadvantaged background. The only economic problem

 

 

discussed in this paper is finances. Educational barriers include (i) apprenticeship; (ii) poor

motivation; (iii) deficient employability skills and (iv) inferior personal branding.

Discussion and conclusions

The paper suggests a few characteristics of good practice in relation to the role of learners; parents,

guardian and teachers; FE institutions and employers in eliminating these barriers. These include

developing young people’s personal branding tactics; parental ‘responsibility’ for the young learner’s

personal branding and the need for employability skills, emotional intelligence and personal branding tactics

to be taught in BTEC level 2 media courses.

This paper, through conclusions drawn from a literature review, summary of interview findings and personal

experience, highlights and suggests ways to tackle employment barriers facing young learners on BTEC

Level 2 Media courses.

 

 

1 Introduction

This is a report on the findings of research undertaken during a pilot CPD programme, the Oxford

Practitioner Research programme, to explore how to tackle employability barriers facing young learners on

BTEC Media Level 2 and suggest ways to tackle such barriers.

The research was carried out between September 2012 and March 2013 during the Oxford Practitioner

Research programme, a pilot CPD programme organised by IfL and Skope (University of Oxford). The

evidence drawn together from these strands of work provides a cross-sectional picture of the

perspectives and experiences of learners, through apprenticeship employment, and education.

The overall aim of the paper is to identify employability barriers facing learners who are currently studying

BTEC level 2 Media courses. As learners on BTEC courses often aim at securing employment, it is

important to explore good practice for teachers preparing learners for future employment.

There are two major objectives of the paper:

To examine the choice-making and experience of BTEC level 2 Media learners in education,

employment and apprenticeship;

To describe of the scale, scope and types of barriers facing them due to their area, gender and

family background.

To address and achieve these goals, a range of research activities was undertaken. Each of these

methodological strands is described in the project and in the appendix of the summary of findings.

There is ample literature regarding identification of employment barriers for BTEC level 2 Media learners but

very few really suggest ways to tackle them. The numbers of published academic research and evaluation

studies to tackle these barriers are equally scarce. The literature review is organised into themes according

to the barriers identified.

Employability barriers facing young learners cannot be tackled until they are clearly identified. Most often,

learners from disadvantaged background experience financial difficulties similar to those from low waged

families or low waged areas. This is usually costs of equipment, books, protective clothing or examination

fees.

Financial problems birth the cost of transport which is needed to access employment and learning

opportunities. Previous research, for example the evaluation of the New Deal for Young People, has

identified transport as being particularly problematic for young jobseekers (Bryson, A et al, 2000). For

 

 

young learners, particularly those who live across the counties, access to training and employment could be

an issue.

Travel costs and availability are identical obstacles to learner’s employment, training and apprenticeship and

are felt to different extents according to individual, household and area. Learners are more likely to rely on

the public transport system. Employment search can still be hindered by recruitment practices of some

employers who are reluctant to hire those living further away, though some learners are willing to travel long

distance.

Financial problems breed poor motivation and inadequate professional career guidance. Learners with poor

motivation or those who are yet to discover their skills may choose the wrong career. This means that they

will probably settle in a deprived neighbourhood and become victims of postcode discrimination.

Unfortunately, discrimination results into stress, low self-esteem, poor grade and depression.

 

 

2 Literature Review

Drawing on the evidence of the literature review, the high level of young people’s unemployment is a cause

for concern for the nation. The evidence in this review is dependent on official sources, including research,

evaluation and analyses carried out by, and for, sector bodies and representative organisations.

According to a report published by the Commission for Rural Communities (CRC), learners living in the

countryside face a "number of rural barriers" including access to transport, careers advice, training support

and youth services (CRC, 2012, Pg.6). Latest figures from the Official of National Statistics show that a

staggering 45% of those young learners aged between 16 and 24 in rural areas, were either unemployed -

103,904 (11%), or economically inactive - 316,910 (34%) (Philip Case, 2012).

In the study carried out by the Chartered Institute of Personnel and Development (CIPD), the Government is

urged to improve the information made available to young learners as part of their education. It stated that

the career advice currently available to the young people was inadequate, leading to a skills "mismatch' and

a failure to prepare them for the jobs market. There is a worrying mismatch between the skills employers

need and the skills the next generation of workers are focusing on (CIPD, 2013).

The department of Business, Innovation and Skill (BIS) carried out an Equality Impact Assessment of

changes to the apprenticeship programme set out in the Education and Skills Growth Review. The

implications of these changes for different equality groups varied and the findings of this assessment

considered only the nature of impacts rather than the quantitative effects on apprenticeship numbers. The

assessment found that prioritising efforts from older to younger age groups could reduce the proportion of

women apprentices from ethnic minority groups as both groups make up greater shares of older apprentices

than younger ones (BIS, 2011, p9).

A study from Nominet Trust charity revealed that most young learner’s chances of finding a job depend on

where they were born or live. This is like postcode discrimination and it exposes 'huge inequalities' in life

chances for these young people. It showed that young people in Erdington, Birmingham, were more than

three times as likely to be unemployed as those in South Kensington, London. The inequalities between

young learners' life chances now depend on where they are born and inequalities are currently growing

(Nominet Trust, 2012).

Shaks Ghosh, Chief Executive of the Private Equity Foundation, suggested that we carry out the following to

enable young learner find a way through the seemingly impenetrable obstacles and achieve what other

learners, born into different circumstances, take for granted:

 

 

Foster better links to employment – make it easier for employers to engage with young people.

Support a case-management approach for those most at risk – this will help them to navigate the

variety of support services they need.

Improve information on local provision – create clear measures of success locally

(Shaks Ghosh, 2011).

In the report released by Touchstone Extras, the introduction of a new Youth Credit, which would integrate

all financial support available for young people into one payment, building on the strongest elements of both

JSA and Education Maintenance Allowances (EMAs) is option to tackle employability barriers facing the

young learners (TU Congress, 2013). It further advised that the employers should be incentivised to

structure employment patterns to enable young people to combine learning and work (TU Congress, 2013).

 

 

3 Methodology

Methodology simply means the technique used to obtain information and materials used in any research.

Opie (2004, p15) puts it in a more academic way - the theory of getting knowledge, methods or procedures

by which data will provide the evidence basis for the construction of knowledge about whatever it is that is

being researched.

For reasons of clarity and consistency, qualitative research was adopted in this report as it provides the

best explanation of “what is going on”. The learners interviewed attended various colleges but were

members of an active Youth community in Greater London.

3.1 Methods

Data was mainly through semi-structured and informal interviews with seven young learners; 5 males

and 2 females:

two males (19 & 22 year olds) and one 16yr old female in education;

one 20yr old male and one 18 year old female in employment

two 17 year & 21 year old males in apprenticeship

The seven learners interviewed were asked whether they were in education, employment or training. Three

(45%) of them confirmed that they were in education; two (27.5%) were in employment and the other two

(27.5%) were on an apprenticeship.

The validity of the analysis has been justified through the validity of each data source. My qualitative

instrument, the interview questions (appendix A) consisted of one closed and six open questions. They

significantly described the information and learners’ observation with the context of the variable under as

well as the interactions of the different variables in the context. The seven questions were limited to a page,

considering the amount of time the learners would take to respond to the interview effectively. They were

well-planned to generate information quickly. They began with closed question to avoid time wasting or

make learners lose interest in the interview. Open questions followed as the learners’ interest have been

assessed and they are ready to give detailed feedback information.

Learners were not intimidated to answer questions which will create embarrassment or subject them to any

pressure. As a result, it encourages learners to provide honest and accurate responses. This negates the

opinion that the validity and reliability of qualitative data (face to face interview) is often difficult to ascertain

 

 

because of the delivery, intonation and interpretation. It is not the case in this study because the questions

were relevant; directly related to the purpose of the study and have a good probability of yielding the kind of

data desired.

The individual interview was recorded with a digital voice recorder on different days in a restaurant; it lasted

for 20 minutes for each learner. The interpretation of the learners’ responses were properly recorded and

documented in form of detailed notes and electronic recordings. The information is reported accurately and

completely with adequate corrections as per individual comments.

In this study, the research tool is the qualitative data sources due to the need for evidence and validation;

and the data analysis is solely on personal interpretation and understanding of the learners’ responses.

 

 

4. Research Ethics

Ethical Guidelines for Educational Research, 2011 (BERA) were adhered to when addressing ethics

throughout this research. The aims and objectives of the research were not concealed from the learners

who participated in the interview process. An early decision was taken to guarantee their anonymity after

they have formally agreed verbally and in writing to take part. The same guarantee was extended to

confidentiality in the use and reporting of individual interviews. Their involvement is highly appreciated. They

were duly informed about their right to withdraw from the research for any or no reason, and at any time.

The interviewees were treated fairly, sensitively, with dignity, and within an ethic of respect and freedom

from prejudice regardless of age, gender, sexuality, race, ethnicity, class, nationality, cultural identity,

partnership status, faith, disability, political belief or any other significant difference (BERA, 2011). The

questions asked were not detrimental to them in any way neither did it cause them any distress, discomfort

or emotional harm. There was no breech of their confidentiality and anonymity.

 

 

5. Data Collection

The questions started with a closed question followed by open questions asking for detailed information

which all of them supplied but three of them do not want their ‘strong’ feedbacks to be divulged in the

research. Data was generated through interactions between learners and the researcher as they articulate

things, reflect on, or refine their views. Data analysis addressed each learner’s reflections and experiences

about barriers to education, employment and apprentices.

The

interview transcript was handed to each learner to read and approve and for further discussion or feedback

before the research data was analysed. Nicole et al (2004 p9) points out its importance, stating ‘feedback

as dialogue means that the student not only receives initial feedback information but also has the

opportunity to engage the teacher in discussion about that feedback.’

Seven learners interviewed were asked whether they were in education, employment or training.

Questions 5-7 are to provoke general comments from the interviewees.

The responses to the questions asked are represented below:

1. Are you in education, employment or training?

2. What do you feel have been the main reasons for being in education?

Female – 16 year old Previous advertising experience really helped; as I know what I wa

now

 

 

Male - 19 year old I had to find a college course, as there were no jobs

Male - 22 year old A work placement gave me the drive to go back to studying

3. What do you feel have been the main reasons for being in employment?

Female – 18 year old I had to leave college because I was wayward; moved with wrong f

Male - 20 year old I didn’t do as well as I hoped in my GCSE’s and so couldn’t take up

college place.

4. What do you feel have been the main reasons for being in apprenticeship?

Male - 17 year old I want to earn some money. I am worried that if I go back into educ

may waste more time and it may not lead to a job.

Male - 21 year old In between school and college; had a period when I was not at all m

– laziness really.

5. Which people, groups or organisations have you found most helpful when trying to access

education, employment or training and why?

Female – 16 year old My previous experience in advertising acquired my involvement with

community projects.

Male - 17 year old Parents/Family

Female - 18 year old Friends, good friends – talked me into seeking employment as IT he

assistant in a Video production company.

Male - 19 year old FE College – through the advice given at the opening day

Male - 20 year old Self-motivation really; I didn’t want to end up on the streets

Male - 21 year old My passion for cars and 3D modelling. Watched a video clip about

apprenticeship. Searched the apprenticeship website and discovered

 

 

could get my hands on 3D modelling through Nissan apprenticeship

Male - 22 year old My teacher. He gave invaluable support during my course and arran

tailored-made work placement for me.

6. Who and what has not been so helpful? Why?

Female – 16 year old Careers advice at school didn’t really help or motivate me

Male - 17 year old Had to travel long distance to the apprenticeship centre

Female - 18 year old My poor attendance at college and the hike in transport fare due to t

distance to my place of employment

Male - 19 year old My parents almost discouraged me; they expected me to carry on jo

searching since there are too many unemployed ‘graduates of FE an

Male - 20 year old I blame myself for not achieving good grades at my GCSE. I don’t w

comment further.

Male - 21 year old Friends - I was distracted by friends who had no direction themselve

were negative about my plans.

Male - 22 year old Lack of self-confidence due to unstable family backgrounds

7. Have you got any comment?

Female – 16 year old I need to improve my improve confidence skill as I will eventually like

a model

Male - 17 year old The rising transport costs to and from the apprenticeship centre is dr

my wages and I just cannot save.

Female - 18 year old Employers should not discrimination regarding where applicants live

should give everyone equal chance

Male - 19 year old Can the government, college and the society please do more for peo

 

 

from disadvantaged background?

6 Analysis

A total of seven responses represented 100% of those interviewed. Responses were received from three

learners in education (45%); two in employment (27.5%) and two in apprenticeship (27.5%). All responses

indicated that learners are actively interested in employment now or at the end of their courses.

Perspectives of colleges through learners: the interview findings

The 22 year old male learner saw college as an alternative route to fruitless job search. The 16 year old

female learner was happy that she was on a path to her future ambition whilst a work placement gave the

19 year old learner the drive to go back to studying. The learners attended their local FE colleges, as they

would find it difficult to travel long distance due to financial, social and other reasons.

Perspectives of apprenticeship through learners: the interview findings

The learners were two males; black; aged 17 and 21; single; childless; major drivers for entering into

apprenticeship scheme were financial issues and laziness. One of the learners was worried that returning

to education may be time a wasting effort due to the national high unemployment rate. The other learner

admitted to becoming lazy during a phase of his life when he was not motivated. They are on a 3year

Nissan Apprentice training programme and found it quite challenging but rewarding as both have decided to

pursue a career in Clay Modelling having learnt about 2D and 3D build which offered the best of both worlds

– theory and practise. Though they are learning, getting paid and really enjoying the scheme, they are being

confronted daily by social deprivation and poverty facing the young people because of rural isolation and

poor transport.

Perspectives of employment through learners: the interview findings

The 18 year old white female learner regretted being wayward and had to leave the college but later

secured a job as IT help desk assistant in a Video production company, earning slightly above the minimum

wage. The 20 year old black male could not take up his college place for level 2 so he opted for

employment. He is presently working as Games sales assistant with a national retail store. The learners

were from disadvantaged backgrounds with poor social conditions.

Over a half of the learners had clear ideas about their long-term career plans and their future.

 

 

Overall, their responses highlighted some barriers facing: job availability, skills, transport available,

background and financial status.

7 Research Findings

Barriers depriving the young learners on BTEC Level 2 Media courses from obtaining and sustaining a

profitable employment are social, economic and educational. Social barriers include (i) travel costs and

availability; (ii) equality and diversity; (iii) disadvantaged background. The only economic problem

discussed in this paper is finances. Educational barriers include (i) apprenticeship; (ii)

poor motivation; (iii) deficient employability skills and (iv) inferior personal branding.

7.1 Social Barriers

7.1.1 Travel costs and availability

Transport helps the labour market to function efficiently; it links workers with their workplaces. It

influences where people choose to work and live, how many hours to work and the wage they can accept.

For those without access to affordable and appropriate sources of transport, employment opportunities are

often more limited. Transport barriers hinder job search and impact upon a young person’s ability to sustain

employment.

Public transport costs in the UK have risen considerably in the past few decades, and are very expensive.

Profits in the UK bus industry rose in 2009/10 for the third year running, according to new analysis published

by The TAS Partnership (The TAS Partnership 2011). Since January 2013, tube travellers and London bus

passengers faced yet an above-inflation fare rises by an average of 4.2% (The Guardian, 2012). Not only

that, the charges for “Barclays Cycle Hire” scheme has doubled, with daily hire going up from £1 to £2,

weekly access rising from £5 to £10 and yearly membership going up from £45 to £90 (The Guardian,

2012). These fare rises over the years have prevented some young people from going to college and / or

taking up suitable jobs offered to them.

The relative cost of travel obviously varies considerably according to where people live, the distance of

travel, the timing of payment, the length of season ticket and whether a return is purchased. Costs within

areas (i.e.in centres or peripheries) vary widely, and crossing fare boundaries can be especially problematic

if young jobseekers must travel further afield to access job opportunities. One jobseeker interviewed paid

£5.90 from his home in Bolton to attend interview in Wigan (both towns are within the Greater Manchester),

 

 

a considerable sum particularly for those with limited income. Another young unemployed from Cheshunt

has to attend an induction programme for an apprenticeship scheme in Slough; a four hour return journey.

The transport cost from Cheshunt station to Slough costs £18.50. Since the creative industry is at the

outskirt of town, this young man will either walk 29minutes to the employer site or take a taxi. This is very

off-putting as he does not want to lose this offer after being unemployed for over two years since leaving

college. When he starts, he will earn £300 p.w. on the scheme but majority of his wages will be siphoned by

transport costs.

Working hours influence the extent to which transport is a barrier to youth employment. Where services run

only during daytime hours, it is difficult for those working off peak, irregular, split shifts or anti-social hours

that relies on public transport. One of the learners interviewed had concerns about using public transport

due to his personal safety and transport reliability when he needed to access services at night in a remote

location. He works split shift hours and it is difficult for him as services are not frequent enough.

The length of time it takes to reach employment centres varies significantly by location and accessibility

barriers can be most acute for those living in remote areas. Unfortunately, the young learner from Cheshunt

also lives in side-line area where services run hourly, apart from having to travel daily to his employer in the

outskirt of Slough.

7.1.2 Equality and Diversity Barriers

Young learners from underrepresented groups often face a range of subtle forms of discrimination in

accessing and participating in employment. Providing opportunities for young people from a range of

backgrounds to enter the industries is vital to keeping the sector vibrant and fresh. They can also

experience discrimination because of their race, disability, age, religion or belief, sexual orientation or for a

combination of any of these reasons.

7.1.2.1 Postcode discrimination

The North East, Scotland and Yorkshire and the Humber have all had risen in youth unemployment that are

twice as large as those in London and the South East, due to postcode discrimination (Huffpost Students,

2012). In September 2007, 5.1% of 16-to-24-year-olds in the region were claiming jobseekers' allowance.

By July 2012 this had risen to 8.6% - an increase of 3.5 percentage points (Huffpost Students, 2012). At the

 

 

other end of the scale, London had seen an increase of 1.4 percentage points and in the South East

there had been a rise of 1.6 percentage points (Huffpost Students, 2012).

Sometimes employers do not consider applicants from neighbourhoods with poor reputations, which might

partly explain neighbourhood variation in employment rates. Personal experience showed that perceptions

of such 'postcode discrimination' were widespread among the public and some labour market

intermediaries. I posted five marked applications with fictional names (two from neighbourhoods with poor

reputations and three from a neighbourhood with an affluence reputation) to each of 5 jobs. In all cases, the

employer showed a preference for the applications posted from an affluence neighbourhood. They only

consider one candidate from neighbourhoods with poor reputations. Some employer’s selection’s tactics is

indirectly encouraging young people to falsify information to obtain a more craved for job or apprenticeship.

7.1.2.2 Gender Discrimination

Young people may find themselves being treated unfairly because of their gender, whether they are new

employees, part-time workers or learners in further education or apprentices. Gender discrimination can

destroy confidence and prevent individuals fulfilling their potential in employment, education or training. In

serious cases it can drive a young person from their job or studies.

The discrimination could be direct or indirect. Direct gender discrimination occurs when someone in

education or at work is treated less favourably than someone of the opposite sex in similar circumstances in

relation to recruitment, pay, promotion, dismissal, pregnancy or a request to change working hours.

Practical example of direct gender discrimination would be if the manager of a car manufacturing company

refuses to accept young women as apprentice designers.

Indirect gender discrimination happens where the same policy or practice is applied to everyone but is more

likely to put women at a disadvantage. This means that some treatment at work may be unlawful even if

everyone is treated in the same way. It is against the law unless the employer can provide a good business

reason for the practice that is not related to gender. An example of indirect sex discrimination would be

where a modelling agency imposed a height requirement of 5’10” as a requirement for employing a female

model. As women’s heights are averagely shorter than men, fewer women than men would be able to meet

this requirement. The modelling agency would not be able to justify imposing this restriction and should set

the height in proportion to both genders.

7.1.3 Disadvantaged Background

 

 

Learners from the UK’s poorest backgrounds face a considerable educational disadvantage and eventually

could be employment disadvantaged. For the majority, unemployment tends to have a significant

adverse effect on their physical and mental health.

From personal experience, most unemployed learners from disadvantaged background found college boring

and irrelevant. At home, parental and siblings attitudes may not encourage aspiration and academic

achievement. Some (in immigrant families) may be willing to help but may not have the language skills to

support learners at home. Some parents who have been on state support all their lives may not encourage

their children to pursue a profitable employment. All these issues have negative effects, directly and

indirectly, on young people’s suitability for employment.

In addition, there are issues of disengagement which was also associated with a range of other factors such

as ill health, unstable family backgrounds and poor social conditions. Learners who had experienced such

battle with significant barriers to re-engagement; including poor attainment, lack of self-confidence,

unsupportive home and local infrastructure and in some cases personal difficulties such as mental health

problems or other learning disabilities.

7.2 Economic Barriers

7.2.1 Financial Problems

Raising the aspirations of young people requires a general approach to the family as a whole rather than

focusing on the young learner in isolation. However, the family may be unable to play that role effectively if it

is struggling financially. Unlike five years ago, college is becoming increasingly expensive. Between tuition

fees (for those over 19 years old), the need for technology – laptop is now an essential gadget for young

people - and books, they see their bank accounts dwindle very quickly. Textbooks are very expensive.

Those who purchase new or used textbooks may try to sell their books back at the end of the session; the

return is a mere fraction of the initial cost.

The 'extras' that make a real difference to the young people’s future has been hit in the latest round of

further education cuts. Unfortunately, all Further Education Students are required to pay an Extra Curricular

Activities Fee which contributes towards the wide range of field trips, off-site projects and other activities

which are offered to learners and enrich their programmes of study. The scrap of EMA and the cut in

entitlement funding, as reported by the Young People's Learning Agency (YPLA) (Andrew Mourant, 2011),

has left many college leaders to wonder how they would fund work experience and volunteering

programmes that make all the difference in getting young people into work.

Learner's workload can total over 40 hours of classes, homework, study and other responsibilities. Striking a

balance between part-time or full-time job to support themselves and college can be difficult. An imbalance

 

 

between college and work might ruin the learning experience and become a barrier to accessing valuable

employment in the future.

7.3 Educational Barriers

7.3.1 Barriers facing Apprenticeships

Apprenticeship offers young people the opportunity to learn on-the-job with the employer, developing

knowledge and skills and gaining qualifications. It covers more than 250 skills and industries across 1,400

job roles, over an extensive range of skill levels (Apprenticeships, 2013a) - from craft occupations or trades

to those seeking a professional license to practice in a regulated profession.

Rural labour markets are characterised by low skilled and insecure employment and limited opportunities for

young people to undergo training or to upgrade their skills since much rural employment is concentrated in

small firms. Young people in more remote rural areas often had access to a limited range of professionals,

usually known to them and their families, which acted as a significant barrier to seeking advice due to

confidentiality.

One of the reasons employers give for unsuccessful apprenticeship is that recruits often do not have the

"soft skills", such as enthusiasm or motivation, or the workplace experience needed for on-the-job training.

Another related barrier to employment through apprenticeship is the recruitment practices of some

employers. Though young people may be willing to travel long distances to access employment, some

employers restricts their recruitment (typically within a 5 mile radius) due to the perception that candidates

who need to travel longer distances and/or who are reliant on public transport will be unreliable employees.

Discreetly, they expressed a preference for people living nearby, especially for jobs with non-standard

hours.

The size of the employer could prove a barrier to apprenticeship. The larger the company, the more likely

they are to invest in training and more likely to take on apprentices. Poor trading conditions will also limit

the capacity of employers to provide suitable training and apprenticeships.

The participation of ethnic minority groups in apprenticeship is also not reflective of the distribution of such

groups in the general population. Fuller and Davey discovered that the share of apprentices who were non-

white was higher in female-dominated sectors such as early years care, health and social care and business

administration and the participation of individuals from Black, Asian and Minority Ethnic (BAME) groups was

 

 

much lower in male-dominated frameworks such as construction, plumbing and engineering (Davey &

Fuller, 2010). In 2003/04, non-white apprentices accounted for 4 per cent of apprenticeship starts, but this

had improved to 9 per cent in 2008/09 (Davey & Fuller, 2010).

Fuller and Davey also considered participation of people with disabilities and found that the share of

apprenticeship starts accounted for by people with disabilities decreased from 10 per cent in 2003/04 to 10

per cent in 2008/09 (Davey & Fuller, 2010). It should be noted, however, that these figures can be affected

by variations in the definition and recording of disabilities (especially learning difficulties) in the data.

7.3.2 Poor Motivation

Motivation is the reason for which a learner wants to study and the efforts he puts in to achieve it. There are

two groups of learners that are especially challenging to deal with in the college classroom setting. The first

group is unmotivated learners who simply seem to lack any drive or passion for learning and education. The

second group represents under-motivated students; those with minimal drive for learning; they want to learn,

but lack the deep passion to create the kind of enthusiasm that highly motivated learners seem to possess.

Dealing with unmotivated and under-motivated students in the college classroom can be very challenging

and frustrating (D. A. McFarlane, 2010).

Whichever group a learner fits in, he must understand that they have the will power to change their

expectations and the value placed on a task before they can achieve any goal.

The motivational level of some of those interviewed for this research was about 15% until a change revived

it. They gave the following reasons for poor motivation:

Long-term family problems

Low self-appreciation

Emotional Struggles

Lack of self-discipline

Fear about what ‘friends’ might think, say or do

Negative attitudes to college, causing poor attendance

Involvement with wrong social group / gang culture

Habitual or Learned laziness from friends

 

 

As a result, learners:

Do something for the wrong reasons

Procrastinate

Has poor finishing

Has no confidence to face new challenges

Has no objectives or goals, or ambitions

7.3.3 Deficient Employability skills

While there are variations in the classification of employability, there is a broad understanding of what

qualities, characteristics, skills and knowledge constitute employability for learners. Employers expect them

to have practical and discipline competences gained from their courses. They are also required to

demonstrate a range of broader skills and attributes including team-working, communication, leadership,

critical thinking and problem solving (Edge/SCRE Centre, 2011). In addition to these skills,

employers also highlighted the need for particular attitudes and outlooks including motivation, tenacity, and

commitment. Overall, this is in line with the UKCES (2009) findings.

The barriers caused by deficient employability could be traced to misplaced priority of many course

providers who focused on the achievement of qualifications and did not extend to training that led to job

specific skills. They were not offering jobseekers challenging enough courses that were likely to increase

their chances of sustained employment (FE Week, July 2012).

Four out of the seven learners interviewed admitted they lack some employability skills, including

transferable skills which were deemed particularly relevant in day to day living and especially in the job

market. These were:

Team working

Problem solving

Self-management

Knowledge of the business

Literacy and numeracy relevant to the post

Good interpersonal and communication skills

Ability to use own initiative but also to follow instructions

 

 

Leadership skills where necessary

7.3.4 Inferior Personal Branding

The world of work has been changing rapidly during the past decade due to increased globalization, the

proliferation of online social media and technological advances. To enable the young learner to compete for

the best in the job market, he must know how to brand himself professionally. Personal branding is the art

of presenting oneself, philosophy and message as clearly as possible using a variety of media. It involves

managing your reputation, style, look, attitude and skill set the same way that a marketing team would run

the brand for a bag of Doritos or bottle of shampoo (Colin Wright, 2010, Pg. 6).

Personal branding is what you have left behind after a brief or short encounter with people. Basically, it is

what they say about you when you are ‘out of the room’. Analysis from the result of learners interviewed

revealed that a staggering five out of seven lack the resilient specialised personal brand essential in today's

job market. Disadvantaged family backgrounds, financial issues, lack of parental role model were among the

cause of their inferiority branding complex.

 

 

8 Discussion and Conclusion

Transport barriers hinder job search and impact upon a young person’s ability to sustain employment. Since

barriers typically affects learners in low skilled and low waged families, the government should consider

freezing fare increase for at least five years in the light of the tough current economic situation facing those

from poor family. The £1,500 Apprenticeship Grant for Employers of 16-24 year olds (age 16-24) to March

2014 (Apprenticeships, 2013b) could be increased to £1,800 to match the high cost of training the

apprentice and the current economy.

Sometimes employability skills may be difficult to teach through traditional teaching and learning practices in

which the learner tends to be a more or less passive recipient. Employability skills will be more effective if

taught as the practice of small and medium-sized businesses (SME); the entrepreneurship education.

Entrepreneurship education enables learners to acquire a broad set of competencies which can bring

greater individual, social and economic benefits since the competences acquired lend themselves to

application in every aspect of their lives (Bruxelles 2011, Pg.2). Entrepreneurship in this sense

refers to an individual's ability to display finesse in creativity, innovation, showing initiative and risk-taking, as

well as the ability to plan and manage projects in order to achieve objectives. This supports everyone in

day-to-day life at home and in society, makes employees more aware of the context of their work and better

able to seize opportunities, and provides a foundation for entrepreneurs establishing a social or commercial

activity (Bruxelles 2011, Pg. 3).

According to the result of the interview analysis, some of the learners had behavioural issues which were

the genesis of one of them especially moving with inappropriate friends. Teachers can adapt Emotional

intelligence into employability skills’ unit. Emotional intelligence is the ability to recognize emotions,

understand and realize how individual emotions affect other people. It involves managing emotions

especially destructive emotions that can disrupt personal or other people’s lives. People with high emotional

intelligence are high achievers on their team; they are usually successful in most things they do. They go

through life much more easily than people who are easily angered or upset because they make others feel

good (Mind Tools, 2013).

 

 

There is an imperial need for parents of learners in the Further education colleges to become prime

‘personal branding strategist’. Parents lacking in such areas could be invited for short practical sessions on

how branding can eliminate the boredom in their personality and create a vivid way for others to generate

interest in them. Personal branding, if taught with employability skills in the colleges, will enhance the

learner’s self-awareness; clarify and enable them to reach their goals; make them to be resilient despite

challenges and downturns; it will help bring out their uniqueness. Learners need to know how to construct

deeply in their ‘self’, like that of a building and bring out various talents. They need to identify the values of

these talents as well as the directions where the talents will be useful or promote their lives. Once these are

identified, it will enable people to understand who they are and what they do within seconds of meeting,

reading or hearing about them (John Purkiss, 2012).

Lecturers and trainers in FE should emphasise more about where young people’s academic choices could

lead to, and what sort of career they want rather than encouraging them to achieve a grade. Work

experience needs to be taken more seriously as a genuine opportunity to test the water in a career of

interest, not just another box to be ticked.

In conclusion, some barriers facing the young learners on BTEC level 2 Media courses, has been fully

explored through in this research. Overall this research has established that employability barriers facing

these learners can be tackled through recommendations of those things the teachers can do differently in

their practice to effect such change. In teaching there is content that has to be covered and in research

there are findings that need to be made. The findings made during this research boost the author’s

confidence to research further on core issues affecting FE and to monitor the impact the recommendations

made in this paper will have on learner’s employability.

 

 

9 APPENDIX

Summary of Interview Findings

Age

16

female

17

male

18

female

19

male

20

male

21

male

22

male

education apprenticeship employment education employment apprenticeship education

1 1 1 1 1 1 1

Gender

Male Female

5 2

Yes No

7 0

Questions

Are you in education, employment or training?

Yes (2 male & 1 female in education)

Yes (1 male & 1 female in employment)

Yes (2 male & no female in apprenticeship)

What do you feel have been the main reasons for being in education?

17 yrs – Female – I had to find a college course, as there were no jobs.

A work placement gave me the drive to go back to studying; I know what I want to do now.

 

 

What do you feel have been the main reasons for being in employment?

18 yrs – Female – I had to leave college because I failed my online test (beautician).

17 yrs – Male – I didn’t do as well as I hoped in my GCSE’s and so couldn’t take up my college

place.

What do you feel have been the main reasons for being in apprenticeship?

I want to earn some money. I am worried that if I go back into education I may waste more time and

it may not lead to a job.

17 yrs – Male – In between school & college had a period when I was not at all motivated – laziness

really.

Which people, groups or organisations have you found most helpful when trying to access education,

employment or training and why?

Trade School.

Parents/Family.

Tutors.

Friends.

Connections.

FE College.

Who has not been so helpful and why?

School – completely unhelpful.

Jobcentre.

I was distracted by friends who had no direction themselves and were negative about my plans.

Careers advice at school didn’t really help or motivate me.

Gangs/other kids.

General comments

The hike in transport costs to and from my employer is draining my wages and I just cannot save.

 

 

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