Views & Opinion
We must not let apprentices fall through the Covid-19 cracks
Comment by AGATA NOWAKOWSKA, AVP at Skillsoft
The new coronavirus (Covid-19) continues to disrupt business and education facilities worldwide. Swift action from the Government has meant businesses are able to operate while ensuring the safety and health of the workforce, with huge financial support available in terms of loans and furlough schemes to ensure lay-offs are minimal. School closures mean the majority of children are now at home with access to online learning resources, while operational changes ensure the children of key workers are able to remain in full time education. There can be no doubt that the UK Government has taken
unprecedented measures to support schools and businesses through this period of uncertainty. However, for the young people in apprentice roles who fall between these two categories, it appears the financial support has fallen through the cracks. According to the Association of Employment and Learning Providers (AELP), apprenticeship training providers are “on the brink of collapse” after failing to secure financial support from the Department for Education (DfE) during the Covid-19 crisis.
‘Heartbreaking’ survey results A survey conducted by the AELP has revealed that training providers are being forced to either close or mothball their operations, leaving thousands of apprentices across England unable to start or complete their programmes. The AELP’s CEO described the results as ‘heartbreaking’ when she presented them to the Apprenticeships Minister, Gillian Keegan, a former apprentice herself.
How curiosity from a young age can counteract the spread of ‘fake news’
Comment by CAROLINE KENNARD, managing director of the Britannica Group, UK
In an age of misinformation being spread more quickly and through easier means than ever before, it’s essential to stay informed on how to thwart the rising epidemic of ‘fake news’.
According to a Google survey undertaken by Journolink, 45 per cent of adults believe that they encounter ‘fake news’ every single day. Furthermore, studies from Ofcom in 2019 found that 87 per cent of British 12-15 year olds had heard of ‘fake news’, whereas 50 per cent had seen a ‘fake news’ story before. Harnessing curiosity from a young age is key to effectively countering
the harmful spread of misinformation. It is therefore important for us to raise an inquisitive and curious generation, which will in turn, help sharpen senses towards online information and whether it is accurate. Often, the spread of misinformation isn’t intentional and the outbreak
of COVID-19 across the world is just another example of how quickly misinformation can spread, particularly amongst those that are most vulnerable to fake news. On messaging platforms such as WhatsApp and Facebook, false claims have circulated, including the idea that, if you can hold your breath for 10 seconds, then you don’t have the virus. As a way to prevent the further spread of misinformation, particularly while schools remain closed for the foreseeable future due to the spread
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www.education-today.co.uk According to the results, only a few are confident about their survival.
Based on the responses of 279 providers, 52,000 young people and adults will lose their apprenticeship and other learning provision as a result of the closures, with a further 60,000 impacted by mothballing. The AELP has said that the DfE is refusing to comply with the COVID-19
guidelines requiring all government departments and public bodies to pay their contracted suppliers during the crisis. And while the department has reassured further education providers that they will continue to receive financial support, private training companies are required to seek support from the Treasury.
The long-term impact on skills Commenting on the survey results, AELP chief executive highlighted the severity of the situation for young apprentices. He said, “Action on funding apprenticeships and other important skills programmes is needed right now if the government seriously wants this year’s school-leavers and unemployed adults who need retraining after the crisis to have apprenticeships available to them.” Concerns about the labour market's response to Covid-19 have been
pretty clear, but this latest news on apprenticeships could have a huge devastating impact not just on the labour workforce, but also the skills of tomorrow. A lack of funding for apprenticeships means young people will have a reduced chance of choosing a vocational route into learning new skills and starting their careers. Apprentice courses represent a crucial skills channel for businesses in the UK and removing it during a time of crisis will severely impact the skills shortage in this country over the long term. Many employers are currently working hard to ensure employees are
furloughed – helping them receive up to 80% of their salary, instead of going down the redundancy route. The same should be considered for apprentices. Being deterred this early on in their careers could not only impact their skills development and career opportunities, but also their mental health. It’s crucial that the government reconsiders this outlook and takes steps to support their continued training before it’s too late. centre of the approach.
of COVID-19, it’s essential that children remain determined to continue learning about the outside world, and are effectively informed about how to identify and discard harmful misinformation. Tried-and-tested online learning resources can be an effective means to
harnessing curiosity amongst students, keeping them fully engaged with lesson content and encouraging them to do their own exploration of topics outside of the classroom. It’s essential that these resources mirror the quality content that matches the curriculum materials and content taught in lessons. In the name of accuracy and honest information, all information from online resources should come from verified and trusted sources, which can in turn put minds at ease on the reliability of the content. If also presented in an engaging way, then they are more likely to be inquisitive and take more responsibility for their learning by delving deeper into the subject. Taking Greek mythology as an example, while providing students with informative videos about ancient Greece and interactive materials on characters within Greek mythology will provide them with accurate information, the multi-modal format will also likely pique their interest and encourage them to ask more and find out more information. It’s equally as important to trust students to become independent in
their research, so that they can form their own opinions, and can instantly detect false information. When creating reliable online resources, students should be trusted to have a valuable input in its creation. This way, information will take into consideration the requirements of students, contributing to the curiosity of students from a young age. Misinformation isn’t going away any time soon, however we can be
prepared to push back on its spread and inform the general population about how it can be spotted. Through nurturing young people and educating them on the significance of curiosity, we can counteract the spread of misinformation through the use of academically-aligned online learning resources.
April 2020
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