ERIC Number: EJ681738
Record Type: Journal
Publication Date: 2004-Jan-1
Clients, Claimants or Learners? Exploring the Joined-Up Working of New Deal for 18-24 Year Olds
Journal of Education Policy, v19 n1 p81-104 Jan 2004
This paper explores the 'joined-up thinking' and attempts at 'joined-up working' that policy architects recommend for the successful operationalization of the New Deal for 18-24 year olds. In particular, it examines the difficulties arising around the full-time education and training option. The research project reports upon the 'implementation gaps', in particular the workings of Employment Service Personnel and College staff who strive to interpret and work within the relevant policy guidance for the New Deal for Young People (NDYP). The paper draws upon semi-structured interviews and documentary analysis from a qualitative case study in South Wales to describe the interaction and articulation of the 'main players' who facilitate New Deal education and training options. Centralized and mandatory programmes like the New Deal for Young People which aims to be integrative and ameliorative, but which are framed within a strong sanctioning policy, have created tensions between those professionals trying to work in a 'joined-up' manner. The guidance, educative, and social work elements which contribute to a positive learner/trainee identity are at odds with the surveillance and policing roles involved in monitoring claimant participation. FE staff who facilitate and manage the 'New Deal' full time education and training option emerge as a seriously challenged group, which has to forge workable and practical applications of a policy which somewhat undermines notions of a learning society and lifelong learning.
Descriptors: Unemployment, Social Services, Foreign Countries, Young Adults, Postsecondary Education, Agency Cooperation, Employment Programs, Job Training, Youth Programs, Vocational Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Postsecondary Education
Authoring Institution: N/A