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    Unskilled youth, unemployment and training : a case study : a thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Social Policy at Massey University
    (Massey University, 1999) Coulter, Rosalind A
    This thesis explores a training course as a way of helping unskilled school leavers become more employable. They were found to be at a disadvantage in the labour market because they lack skills and are at a greater risk of suffering from long-term unemployment. The effects of unemployment on youth are explored in the literature review and identified as having a detrimental effect on health and well being, with the long-term risk of creating a pattern of permanent unemployment. TOPS, a fully Government funded vocational training programme targeted to the disadvantaged in the labour market, responds to this need. This research followed the progress of eight unskilled school-leavers who were involved in a TOPS course. They were interviewed before, immediately after and again six weeks following their course. To augment this investigation interviews were also conducted with the training providers. Following the literature in this area, the relative merits of training courses and their delivery are investigated. Findings of this select group of young people involved on a TOPS course suggest that for most of them this scheme enabled them to increase their skill levels and greatly enhance their chances of employment in the future. The majority were successful in moving on immediately to further vocational training. The nature of educational delivery played a significant role in establishing this transition with a focus on creating an encouraging, nurturing learning environment and providing high quality teaching. Work experience complemented coursework by reinforcing practical skills and encouraging self-reliance. As a method of policy intervention, with reference to this TOPS course, I recommend that it justified the investment of funds involved.
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    Literacy and language skills in the new vocational training environment : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts (Social Sciences) at Massey University
    (Massey University, 1996) Sutton, Alison Joy
    Significant numbers of New Zealanders do not have adequate literacy, numeracy and spoken English language skills for the demands made of them in the workplace, particularly where workplace reform initiatives have increased the quantity and sophistication of the skills required. Recent reforms in the national vocational education and training system are intended to increase participation in education and training, yet many adults with poor literacy skills never participate in post-school training and therefore may not be able to make use of these new opportunities. Industry Training Organisations (ITOs) are responsible for the design, management and delivery of training for their respective industries, and are national standards-setting bodies for the National Qualifications Framework. ITOs are therefore key stakeholders in the vocational training arena. This study evaluated the extent to which a sample of senior managers from 32 ITOs recognised literacy, numeracy and language skill levels as significant issues and the manner in which literacy skills are being incorporated into industry qualifications on the Framework. The evaluation used an enlightenment evaluation methodology to provide a policy focus to the research. Literacy, numeracy and language skills were regarded as significant by only a small of respondents, but this is likely to change when more workers participate in training and in particular when large numbers of learners are assessed against unit standards. Some ITOs have put strategies in place to support learners with limited literacy skills, but these are not adequate. There was some evidence of poor assessment practices. There was confusion about the most effective way to integrate literacy, numeracy and language skills into qualifications and the methods used were not in keeping with research on the transfer and integration of literacy skills from a training context to on-the-job performance. In order to improve the integration of these skills into the training system national policies and common definitions need to be established, supported by substantial research.