The Royd education policy, empowering young people, by reversing the negative impact on working-class children, when the school leaving age was extended to 18, by reducing it to 16 years for those students who prefer to work in the growth sectors of the economy identified in ‘The Royd Monetary Policy’, whilst still allowing further education to 18, for those who wish to obtain a university degree.

Transition to Universities

The transition of Technical collages into universities began by them becoming Polytechnics in the late 1960s, as a response to the Robbins Report (1963). The report highlighted the need for expanding higher education to meet the growing demand for skilled professionals in various fields. It recommended a significant increase in university places and funding to accommodate this demand.

The aim was to prepare students for careers in various industries, businesses, and professions by offering a blend of theoretical knowledge and practical skills. This involved merging existing institutions such as colleges of art, commerce, technology, and specialist institutions. These mergers, often facilitated by local government authorities, led to the formation of polytechnics that focused on providing advanced courses at sub-degree, degree, and postgraduate levels.

With the focus shifting from practical skills training to theoretical knowledge, it marginalised the importance of vocational education and devalued the significance of trades and industrial expertise in the educational landscape.

The changes have had adverse effects on their opportunities to pursue apprenticeships for trades and industrially-based expertise, which were once crucial pathways for career development among working-class children, who may have excelled in hands-on learning environments, now found themselves at a disadvantage as these opportunities dwindled.

Impact on Apprenticeships

One of the most significant consequences of the transition of technical collages into universities and increasing school leaving age to 18 years, was the decline in apprenticeship opportunities for working-class children. The apprenticeship levy introduced in 2017 has led to employers putting existing staff on to professional or managerial apprenticeships rather than taking on new apprentices.

Apprenticeships have long been a valuable pathway for individuals to gain practical experience, mentorship, and industry-specific skills while earning a wage.

By prioritising academic pursuits over vocational training, the educational system inadvertently limited access to apprenticeship programs that were once readily available through technical colleges.

Limited Experience

With the emphasis on academic qualifications rather than technical proficiency, working-class children’s primary obstacle is their lack of work experience. Without prior exposure to different industries or job roles, these individuals may struggle to demonstrate their skills and capabilities to potential employers. This lack of experience can put them at a disadvantage compared to candidates who have completed internships or work-placements during their studies.

Inappropriate Academic Qualifications

Another issue that working-class children often encounter is having academic qualifications that are not well-suited for the workplace. In some cases, individuals may have pursued educational paths that do not align with the demands of the job market or specific industries.

This mismatch between academic qualifications and employer expectations means that they are faced with limited career options that aligned with their interests and strengths. The narrowing of pathways towards trades and industrial expertise restricted their ability to pursue fulfilling careers outside of traditional white-collar professions. This shift perpetuated social inequalities by limiting upward mobility for those who would thrive in hands-on roles.

Social Stratification

The transformation of polytechnics into universities further exacerbated social stratification by reinforcing the divide between academic and vocational education. Working-class children were disproportionately affected by this shift, as they often lacked access to resources and networks that could compensate for the diminishing opportunities in trades and industrial sectors. The widening gap between theoretical knowledge and practical skills perpetuated class distinctions and hindered social mobility.

Competition with High Levels of Migrants

Additionally, working-class children face competition from high levels of migrants in the UK job market. Migrants may bring diverse skill sets, experiences, and qualifications that can make them attractive candidates to employers. This increased competition can further marginalise working-class individuals who are already grappling with limited resources and opportunities.

Rebranding of Technical Colleges

When mandatory school leaving age was extended to 18 years, and polytechnics became universities, technical colleges needed to rebrand themselves as vocational training centres or further education colleges to reflect their expanded offerings. Some technical colleges merged with other institutions or transformed themselves to offer a wider variety of courses beyond purely technical subjects.

They were essentially adapting to the changing demands of the workforce and aligning their programs to the reduction in apprenticeship schemes.

Further and Higher Education Acts

The 1944 1972 Acts Improved Education for Working-Class Children.

The 1992 Act transitioned Polytechnics into Universities.

The Education Act of 1944 set the minimum school leaving age at 15 years old.

However, this law was amended several times over the decades due to changing societal needs and economic conditions.

One of the most significant changes occurred in the early 1970s when the Labour government under Prime Minister Harold Wilson recognised the importance of expanding access to higher education and promoting innovation and skills development within the workforce and raised the school leaving age from 15 to 16. This reform was implemented through the Education (Miscellaneous Provisions) Act of 1972.

The next major increase in the school leaving age took place during the Conservative governments of John Major (no pun intended) in the mid-1990s. In response to concerns about youth unemployment and low educational attainment.

The Further and Higher Education Act of 1992 was another milestone that facilitated the transition of technical colleges into universities by creating a clear distinction between further education colleges and higher education institutions.

This act allowed polytechnics to become new universities with degree-awarding powers and Major’s administration raised the school leaving age from 16 to 18. This change was phased in from 16 to 18 from 1993 to 1997. This change was phased in from 16 to 18 from 1993 to 1997.

However, this had nothing to do with education for working-class children, as by increasing the school leaving age, policymakers hoped to reduce youth unemployment figures, to improve overall economic productivity (GDP) by reducing the workforce, instead of boosting growth. This had the effect of destroying the lives of young working-class individuals.

Benefits of Apprenticeships as a Pathway into Work

Apprenticeships serve as a valuable pathway into work by providing individuals with practical training, industry-specific skills, earning opportunities, career progression prospects, recognised qualifications, employment possibilities, networking avenues, and personal development opportunities.

Internships and Work-placements

In some cases, students may be granted permission to leave school at 16 for other types of work placements or internships, if it is deemed beneficial for their educational or career development. This would usually require approval from the school, parents, and potentially local authorities.

Traineeships

Traineeships are designed to help young people develop the skills and experience needed to secure an apprenticeship or employment. They typically last from six weeks to six months and include work placements with employers.

The stated aims of the government at the time, was to provide more time for young people to develop their skills and explore career options, potentially leading to more informed choices and a smoother transition into employment. The policy was also seen as a way to reduce social exclusion. By keeping young people in education, the government aimed to provide them with a sense of purpose and belonging, reducing the risk of them becoming disengaged from society.

The reality is that working-class children in the UK face various challenges that can impact their mental health, work ethic, and ability to enjoy life compared to their more middle-class peers. The socioeconomic background of these children often plays a significant role in shaping their experiences and opportunities

Five years of secondary education is sufficient to provide young people with a vocational education and qualifications, to prepare them for the workforce, so they should be allowed to leave school on completing their education at 16 years old and obtain work in either entry-level-jobs, or apprenticeships that can lead to stable, long-term employment with good wages and benefits, as well as opportunities for career advancement, or “Is It Me!”

The main benefit of reducing the school leaving age to 16 years is empowering working-class individuals through entry-level jobs that provide a wide range of technical skills and the soft skills that are so important in advancing an individuals career and improves social mobility. Another key-element is the dual benefit of a reduction in the Education budget, enabling the funding of Technical Colleges and an increase in GDP, when aligned to the ‘Thriving Places Index‘, a feature of ‘The Royd Monetary Policy’.

Vocational Career or Academic Qualifications.

The big decision for todays students is do they seek a vocational career, or seek academic qualifications.

This decision can have a profound impact on their future prospects, career paths, and overall success in their chosen field.

Those who do not have a choice for demographic reasons, would normally have an early advantage over the academic path, as one potential downside of academic qualifications is the longer time commitment required to complete traditional degree programs compared to vocational courses.

Students pursuing academic pathways may need to invest several years in formal education before entering the workforce or advancing in their careers.

However, this advantage has been taken from them, some may say cynically, because by forcing them to stay in education until they are 18, is to waste two years of their young lives and ensures that they enter the marketplace for work, to compete with adults, who clearly will have more skills and experience to offer a potential employer. This is setting-up young individuals from a working-class background to fail, or “Is It Me!”

Vocational Education

There are many entry-level job opportunities for young people leaving school at 16 years of age, in the economic growth sectors of the UK that offer scope for progression.

Vocational education focuses on providing students with practical skills and training that are directly related to specific industries or occupations. This type of education is designed to prepare individuals for employment in a particular field, such as construction, healthcare, information technology, or hospitality. Vocational courses often include hands-on training, work placements, and industry certifications that equip students with the necessary skills to enter the workforce immediately after completing their studies.

Gaining Practical Skills and Experience

Leaving school at 16 without pursuing A-levels, there are many entry-level job opportunities for young people in the economic growth sectors of the UK that offer scope for progression.

Vocational courses often include hands-on training, work placements, and industry certifications that equip students with the necessary skills to enter the workforce immediately after completing their studies. This approach sets the young worker apart from those who solely rely on theoretical knowledge gained in a classroom setting.

Earning While Learning

In the modern job market, entry-level positions often require a combination of on-the-job training and sector-specific courses to equip young people with the necessary skills and knowledge to succeed in their roles. These training programs are designed to bridge the gap between theoretical knowledge gained through education and practical skills required in the workplace.

This is double win for the young worker: earning a salary while they learn. This allows individuals to gain financial independence and contribute to their own financial well-being.

In contrast, attending school until 18 without the opportunity to obtain a university degree or relevant work experience will negatively impact job prospects, potentially resulting in reliance on state support and limited income opportunities.

Shorter Time to Professional Qualification

Compared to traditional academic paths, entry-level-jobs and apprenticeships typically offer a faster route to obtaining professional qualifications and employment in high-demand economic growth sectors.

Many apprenticeship programs also guarantee employment upon completion, providing apprentices with secure job prospects and a clear career path. This can be a significant advantage over the uncertainty of job searching after university graduation. A further benefit is that the young workers, do not start out in life with burdensome debt.

This early start also provides access to sector-specific knowledge and networks, allowing individuals to connect with experienced professionals and learn about the latest trends and technologies in their chosen field. This can be invaluable for career advancement and professional development.

Increased Job Opportunities and Security

In economic growth sectors, workers with expertise are in high demand, with many sectors facing skill shortages. Entry-level-jobs and apprenticeships can lead to stable, long-term employment with good wages and benefits, as well as opportunities for career advancement. On the other hand, those without practical skills or experience may struggle to find employment in today’s competitive job market.

Personal Development and Satisfaction

Working with teams and creating tangible products or delivering essential services can provide a sense of accomplishment and satisfaction. Additionally, early starters can develop soft skills such as problem-solving, communication, and time management, which are valuable in any profession.

Curriculum Enhancement for Vocational training centres or Further education colleges

To meet the demand for skilled workers rebranded Technology Colleges will need to enhance their curriculum by introducing new courses that focus on the key growth sectors of Financial, Manufacturing, Technology and Tourism, with industry-specific skills, and hands-on training.

By collaborating with industry experts and employers, these colleges can ensure that their programs are up-to-date and relevant to the current needs of the job market.

Industry Partnerships

Building strong partnerships with companies in sectors that require skilled workers is crucial for these vocational training centres.

By working closely with industry partners, these colleges can gain insights into the specific skills and knowledge needed in the workforce.

This collaboration can lead to internship opportunities, guest lectures from industry professionals, access to cutting-edge equipment, and even job placement assistance for graduates.

Modern Facilities and Equipment

To effectively train students for careers in technical fields, it is essential that rebranded colleges meet the demand for skilled workers in the key economic growth areas; by enhancing their curriculum with industry-relevant courses, fostering strong partnerships with employers, investing in modern facilities, with state-of-the-art equipment for hands-on training experiences.

Having well-equipped labs, workshops, simulation tools, and technology resources is vital for providing a realistic learning environment that mirrors what students will encounter in their future workplaces.

Career Services Support

In addition to offering high-quality education and practical training, vocational training centres should provide robust career services support to help students transition smoothly into the workforce. This includes resume building workshops, interview preparation sessions, networking events with potential employers, job fairs, and ongoing career counselling services.

Education Today

The General Certificate of Secondary Education (GCSE)

The GCSE is typically taken by students aged 14-16, marking the end of their secondary education. It serves as an important academic milestone before students progress to A-level qualifications or other further education pathways.

Academic qualifications such as A-levels, undergraduate degrees, and postgraduate degrees offer a more theoretical and broad-based approach to education. Holding academic credentials such as degrees or diplomas can open doors to higher education opportunities, advanced career paths, and leadership roles in fields that require strong analytical thinking and problem-solving skills.

A Monetary Policy for Growth and Sustainability)

The Royd Monetary Policy

The Royd Monetary Policy is a policy for growth and sustainability. It replaces the responsibility of funding growth from the Treasury to the UK Banks. It achieves this by giving incentives to UK banks to provide discounted loans to key growth sectors in the economy.

Key Sectors for Growth

To create growth, reduce unemployment and boost the Thriving Places Index (TPI), it is essential to target the Financial, Manufacturing, Technology and Tourism sectors.

Entry-level job opportunities in the economic growth sectors

The following are some potential roles in these sectors for young people.

Financial Sector

Bank Teller: Handle routine financial transactions for customers. With experience and additional training, they can advance to roles like personal banker, or branch manager.

Financial Customer Service Representative: These professionals assist customers with inquiries about banking products and services. They can progress to roles in customer relationship management, or financial advising.

Accounting Assistant: Undertake tasks like data entry, preparing financial documents, and reconciling accounts. They can advance to positions like junior accountant, or accounting manager through further education and professional certifications.

Manufacturing Sector

Production Operator: Work on assembly lines, or in manufacturing plants to produce goods. With experience and training, they can become a production supervisor, or quality control inspector.

Warehouse Associate: Warehouse associates are responsible for managing inventory, picking orders, and organizing shipments. They can progress to roles such as warehouse manager or logistics coordinator by gaining experience and developing relevant skills.

Machine Operator: Machine operators operate machinery in manufacturing settings to produce goods efficiently. With additional training and expertise, they can advance to roles like maintenance technician or production manager.

Technology Sector

IT Support Specialist: Provide technical assistance to users within an organisation. They can advance their careers by specialising in areas like network administration, cybersecurity, or software development.

Junior Web Developer: Junior web developers assist in building and maintaining websites. By expanding their coding skills and gaining experience, they can progress to roles like senior web developer, or software engineer.

Tourism Sector

Hotel Receptionist: Greet guests, handle reservations, and provide information about hotel services. They can progress to roles like front office manager, or hotel operations director with experience and hospitality management training.

Tour Guide: Lead visitors on tours of attractions, or destinations, sharing information about history, culture, and local landmarks. They can advance their careers by specialising in niche markets, or becoming tour managers.

Event Coordinator Assistant: Help plan and execute events such as conferences, weddings, or corporate functions. With experience and event management skills, they can advance to roles like event planner, or venue manager.