As a member of this Forum told me recently, a good theory is all very well, but we need an example to show that it can work. So here is one such example:
https://www.youtube.com/watch?v=q2UG13_xyR4&list=UU9026NfiQsgHiYhb77QRDdQ
And here is why I think it can work:
https://www.youtube.com/watch?v=iQDtSioYr1w
The Guild Musical Theatre Group (or 'GMTG' as it is known), is a former student society of mine, at the University of Birmingham (England). For nearly 30 years, students from every department and school of study come together, to put on musical theatre productions, for the enjoyment of the student population, among many others. In face there are quite a few student societies like this, at colleges and universities around the world, where students can pursue their passion. What makes this one special, is that over the course of these years, it has become much more.
The society's Alumni have gone one to do great things. Everything from starring roles in the Book of Mormon, at London's West End; to the world famous train proposal by the Adam Street Singers https://www.youtube.com/watch?v=3mWXrHi1Rks many of whom were Guild Musical Theatre Group's Alumni. Meanwhile, the students themselves have built the society up to a very professional level, extending their operations to include classes, and community projects. While many students do it for fun, some have a burning desire to work in the performing arts industry. And so this is, in effect, a training school for the stage, in all but name.
So what would happen if all 28 of so generations of Alumni and students were brought together? They would be able to build themselves a powerful arts network. The performing arts as an industry relies so much on personal connections: and so this network would have both the academic insight and the business connections, to guarantee some very good career opportunities for students and for Alumni who took part in it. For so long, students have jumped at the chance for a career in the arts: and here is a prime opportunity to create one. I had hoped that a 30 years' reunion would be the catalyst for this, but sadly the event did not take place. However, there are other ways for the students and Alumni, to make connections.
I have encouraged the student committee to contact the Alumni they know, and set up events etc, to make connections. The challenge that both sides will face is an obvious question: 'what's in it for me'? As a fellow Alumnus told me about mentoring and coaching the students, "I want to help" he said, "but I have a family to feed and a business to run. What reason would I have to take time away from my family and business, to do this?" The students, likewise, have many exam commitments, and may not be able to spend their whole time networking.
So here's what's in it for both students and Alumni: current members of GMTG who are serious about a career in the performing arts, may have the drive and the passion to succeed; but what they will need are the connections within the industry to make that happen. The Alumni in turn, who now work in the performing arts industry, are pretty tenacious artists, and have a can do attitude to their work. But like all of us Alumni, they will still need new ideas and innovations for their businesses, from people who can think outside the box: the kind of ideas from new projects that the students are working on.
So what could happen, is a two way information sharing process, to help both sides. Alumni who need new ideas for their businesses can attend an online Q & A session, as the current committee have suggested so far. The students could throw ideas at them, from their own learning experience - let's face it, no two generations of students are the same. After all, every year brings a new generation of students; and another generation graduates to join the Alumni. So there are always new perspectives on an issue that the students can offer. The Alumni in turn can then answer the students' questions about how best to get into the arts industry, and who best to approach as their connections.
This process would help both students and Alumni, and I hope that it can be made a permanent part of the society's operations. Granted that the ultimate decisions on student Alumni networking will reside with GMTG's Committee: and I respect that some members are simply part of GMTG for fun, and to broaden their learning experience. But for the sake of members who are serious about a performing arts career, I strongly recommend that you consider taking this opportunity, because it will reap some serious rewards. And here's the thing: these principles could apply to any student society or Alumni network.
For example, within a science club, students with a passion for science could exchange information with Alumni who are practising scientists. Even if they weren't science students themselves, the club's member's interest would ensure many new ideas and insights that could help the Alumni. The Alumni in turn could give good advice to any students who were considering changing their career path to science. The same knowledge transfer arrangement, could be set up between engineering, medical, or sports students and Alumni, to name a few examples.
So I would like to propose that the Guild Musical Theatre Group be considered as an example of student-Alumni networking; and I look forward to the efforts of students and Alumni, over the next few months, to make new connections and share knowledge.
Let's Build Bridges
There are many bridges we can build
Tuesday, 9 December 2014
Friday, 5 December 2014
Student Internships for All?
After a recent conversation with one university's student ambassador, I was surprised and disappointed to learn, that student internships aren't available to students from all schools of study. As the ambassador told me, some students have come simply to broaden their horizons: they are not necessarily going into the profession they are studying for. Therefore, the focus is normally on the business students, who are presumed to be motivated to go into their professions: at least for this university. But I say that the students who are clearly set on going into a profession should all be given the chance to gain work experience as interns.
It may be true that students do change their choice of study, and yes, I do remember that at University, we weren't always sure what we wanted to do after graduation. This is still certainly true for students today. For example, I was told that psychology students aren't necessarily wanting to become full time psychologists when they graduate: they are trying to broaden their learning experience. And yes, some science and mathematics students I have known, are now working in financial roles; because their knowledge of numbers is transferrable.
But there are students in each school of study who do have a genuine passion for their chosen subject. After all, higher education is quite and investment: and this is a clear incentive for a graduate to put his or her knowledge to use. Internships should certainly be used when a college or university is geared to one profession. A film academy, for example, has students who are clearly serious about working in that industry: and students should be given every opportunity to works as runners, grips etc, to learn the craft firsthand.
Also, the theory of studying for a profession can be very different from working there in practise. So if a student is not sure, then what better way to know, than to be exposed to the real thing for a few weeks? Besides which, to academic professionals who are reading this article: I put it to you that even the most motivated of business students can still change their minds, and hence, their career paths, after graduation. I've known a few who have. No one is entirely sure what profession we may end up in, and many of us have held down several different roles, from different industries. But when a young person's family invest in full time education at a college or university, to study for a chosen profession; then a student should always be given the chance to gain actual experience in that profession.
Even if someone is not seriously considering the profession that he or she is studying for; their work as an intern could still transfer vital knowledge into that industry; while the student in turn gains transferrable skills from the mentoring and coaching of industry professionals. Using psychology as an example; students of psychology could still bring some useful insights, based on their own learning experience. The psychologists in turn, may be able to show the students their work firsthand: so that some student interns may actually decide that is what they want to do, after graduation.
I remember at the Law Faculty, that internships were encouraged, in the form of pupillages and similar arrangements, usually at the end of our Sophomore Year. While internships are certainly encouraged now, by all university careers officers, I would go one further; and say that a student's internship should form an integral part of his or her final year of study. After all, medical and dental students have work experience as part of their degrees: so why shouldn't their fellow students of other Schools have the same?
An industry is an industry. Each profession needs input from the next generation of future professionals. The students of each subject in turn, need the mentoring and coaching, to prepare for that industry. So it is logical and fair, that students of every school of study should always be given the option to work as interns in their chosen industry. The knowledge transfer to both the students and mentors is invaluable: as existing mentoring schemes have shown. We need to make sure that this happens within all industries, to ensure opportunities for students of all professions. And for the many non-graduates who deserve the chance in to work in their chosen industry: I strongly support qualified assessment, leading to full blown apprenticeships, as their way into the profession of their choice.
It may be true that students do change their choice of study, and yes, I do remember that at University, we weren't always sure what we wanted to do after graduation. This is still certainly true for students today. For example, I was told that psychology students aren't necessarily wanting to become full time psychologists when they graduate: they are trying to broaden their learning experience. And yes, some science and mathematics students I have known, are now working in financial roles; because their knowledge of numbers is transferrable.
But there are students in each school of study who do have a genuine passion for their chosen subject. After all, higher education is quite and investment: and this is a clear incentive for a graduate to put his or her knowledge to use. Internships should certainly be used when a college or university is geared to one profession. A film academy, for example, has students who are clearly serious about working in that industry: and students should be given every opportunity to works as runners, grips etc, to learn the craft firsthand.
Also, the theory of studying for a profession can be very different from working there in practise. So if a student is not sure, then what better way to know, than to be exposed to the real thing for a few weeks? Besides which, to academic professionals who are reading this article: I put it to you that even the most motivated of business students can still change their minds, and hence, their career paths, after graduation. I've known a few who have. No one is entirely sure what profession we may end up in, and many of us have held down several different roles, from different industries. But when a young person's family invest in full time education at a college or university, to study for a chosen profession; then a student should always be given the chance to gain actual experience in that profession.
Even if someone is not seriously considering the profession that he or she is studying for; their work as an intern could still transfer vital knowledge into that industry; while the student in turn gains transferrable skills from the mentoring and coaching of industry professionals. Using psychology as an example; students of psychology could still bring some useful insights, based on their own learning experience. The psychologists in turn, may be able to show the students their work firsthand: so that some student interns may actually decide that is what they want to do, after graduation.
I remember at the Law Faculty, that internships were encouraged, in the form of pupillages and similar arrangements, usually at the end of our Sophomore Year. While internships are certainly encouraged now, by all university careers officers, I would go one further; and say that a student's internship should form an integral part of his or her final year of study. After all, medical and dental students have work experience as part of their degrees: so why shouldn't their fellow students of other Schools have the same?
An industry is an industry. Each profession needs input from the next generation of future professionals. The students of each subject in turn, need the mentoring and coaching, to prepare for that industry. So it is logical and fair, that students of every school of study should always be given the option to work as interns in their chosen industry. The knowledge transfer to both the students and mentors is invaluable: as existing mentoring schemes have shown. We need to make sure that this happens within all industries, to ensure opportunities for students of all professions. And for the many non-graduates who deserve the chance in to work in their chosen industry: I strongly support qualified assessment, leading to full blown apprenticeships, as their way into the profession of their choice.
Friday, 28 November 2014
The State of Things
In recent news, there have been rumblings within the economies in mainland Europe. This goes to show, that the Government's cheerful message that we are 'coming out' of the Recession just isn't true. The empty shops; the number of homeless people on our streets; food banks; and the sheer number of applicants for jobs in all of our cities, should have been obvious clues to this. So rather than wait for disaster to strike again, I suggest that we take action.
In the film Margin Call, which captures the events around the beginning of the Recession, the fictional company's CEO (played by Jeremy Irons), recounts the previous economic downturns in the last few centuries. "What can we do?" he concludes dismissively.
What we can do, is to take a few common-sense measures to help our economies:
I invite you to make it happen.
In the film Margin Call, which captures the events around the beginning of the Recession, the fictional company's CEO (played by Jeremy Irons), recounts the previous economic downturns in the last few centuries. "What can we do?" he concludes dismissively.
What we can do, is to take a few common-sense measures to help our economies:
- Student-Alumni networking should be brought up to full capacity. Colleges and universities are information powerhouses, with students and teachers from around the world. This knowledge should be put to good use through knowledge transfer between students and Alumni. If every student worked as an intern in his/her chosen industry, then this would allow these students to put their knowledge into local businesses, and hence, into their local economies. The Alumni in turn would be able coach and mentor the students, in readiness for their careers. This would be a win-win scenario for both sides.
- Qualified Assessment should be used to assess the skills of Non-Graduates. The apprenticeships system has been a proven success for all professions: and this same system can be used to assess and qualify all 16-24 year olds who are not in education or training. This would ensure that their grades reflect their skills, so that talented non-graduates are still able to build careers: and non-graduates of even average ability get a chance to develop their skills.
- Business start-ups should be enabled as much as possible, to create new jobs. Crowd funding has given a huge boost to investment for small businesses. What we need now are the mechanisms to get the right people and ideas together to set businesses up. I believe that a new Toolkit for start-ups will be a good way to achieve this.
I invite you to make it happen.
Wednesday, 19 November 2014
Global Enrepreneurship Week
To add to the momentum of Global Entrepreneurship Week, this week, I invite all entrepreneurs to take a look at this; here's a special new resource for you: http://letsbuildbridges.blogspot.co.uk/2014/08/a-toolkit-for-entrepreneurs.html
Thursday, 13 November 2014
What's In it for Me?
Someone has just raised an interesting point. The question everyone is asking is: the start-ups database is a good
idea, but what's in it for me? A good point, and I'd like to answer it. In fact, that question could be asked for student-Alumni networking, non-graduate assessment. And the same answer applies. On the surface, this may appear to
be just another endeavour among hundreds, if not thousands of attempts to
create new jobs and opportunities - so why go with this one? And my response is; because it
addresses a very basic need: people's aspirations for
jobs and careers.
Jobs and opportunities are the raw materials of our economy. The Government and the employment agencies are very good at processing them. (The number of adverts encouraging business start ups, and giving start up advice at the job centres, are proof of this.) But what they don't tell you, is that they need entrepreneurs and volunteers like yourselves to create jobs and opportunities in the first place.
Let me give you a few examples. As one member of this Forum has told me, he feels that the over-55's are one group of people, who are marginalised and undervalued. It is true that many of the unemployed professionals I have met, have had worked for decades in their industries, and have a very high amount of skill; but who have, in effect, been written off, because they have passed a certain age. The 79% increase since 2008 alone, in lawsuits for age-related discrimination, shows that ageism is a real problem.
So I say to anyone over 55: here is a way for you to be valued. If I were starting a new business, I would want someone who actually knew the industry I was planning to get into, to advise me. In fact, I would want someone with a lot of experience, who knew the industry inside out. (And I for one, certainly want to be listened to when I turn 55!) This is definitely an area where being of an older age is an asset. People who have worked in an industry for decades don’t need to be patronised, by being put through the usual job programmes and courses: they should be empowered to come together and use their experience to start something new. That is why I believe that professionals over 55’s would make very good advisors for business start-ups, and can also play a big part in setting them up.
Jobs and opportunities are the raw materials of our economy. The Government and the employment agencies are very good at processing them. (The number of adverts encouraging business start ups, and giving start up advice at the job centres, are proof of this.) But what they don't tell you, is that they need entrepreneurs and volunteers like yourselves to create jobs and opportunities in the first place.
Let me give you a few examples. As one member of this Forum has told me, he feels that the over-55's are one group of people, who are marginalised and undervalued. It is true that many of the unemployed professionals I have met, have had worked for decades in their industries, and have a very high amount of skill; but who have, in effect, been written off, because they have passed a certain age. The 79% increase since 2008 alone, in lawsuits for age-related discrimination, shows that ageism is a real problem.
So I say to anyone over 55: here is a way for you to be valued. If I were starting a new business, I would want someone who actually knew the industry I was planning to get into, to advise me. In fact, I would want someone with a lot of experience, who knew the industry inside out. (And I for one, certainly want to be listened to when I turn 55!) This is definitely an area where being of an older age is an asset. People who have worked in an industry for decades don’t need to be patronised, by being put through the usual job programmes and courses: they should be empowered to come together and use their experience to start something new. That is why I believe that professionals over 55’s would make very good advisors for business start-ups, and can also play a big part in setting them up.
The same goes for non-graduates. There are plenty of young
people aged 16-24 who went straight into work, and may not have as many
qualifications as others. But they actually have a lot of skill, from
experience, and have talent that has not yet been discovered. While we don’t
always get the break we want in life, I’ve known many non-graduates, who have
earned their place in good organisations. One school leaver who I knew, worked
her way up to manage a chain of stores. What non-graduates do need thought, is
the chance to prove themselves. An entry level job in a start-up or small
business could be the perfect place to take the first step. Non-graduates could
lend their skills to help set up a new business; and in the process, gain new
connections, insight, and earn major points for their resume.
On the innovations side; from working on projects, I know
for a fact, that there are always ideas that people have, that they can’t put
into action, and have to be shelved. Granted, some were made into business
ventures that didn’t work, but there are plenty more ideas that were never
tested at all. Colleges and universities are definitely the place to find these
innovations. The amount of new ideas I have heard students come out with, is
amazing. And their universities and colleges themselves have many side
ventures, from their partnerships with key business organisations.
To the students-Alumni and careers officers of the colleges
and universities: I invite you to use these innovations, and upload your concepts
onto this database, for budding entrepreneurs to make into products and
services. If your innovation has not yet been utilised, then perhaps a new
entrepreneur can find a way to bring it to life.
And there are many others in the workplace who feel stuck in
dead end jobs, with no real development or career. I’ve seen them in many different
organisations, over many years. It’s always the same old story. These people want
to do so much more. They have ideas for things, and some even have pet projects
or special interests that they are trying to nurture on the side. But for one
reason or another, their role either does not allow them to what they really
want to, and there aren’t the opportunities to move on to. So they get
frustrated, or bitter, and eventually leave or are thrown out in unhappy
circumstances. It didn’t have to be this way.
Some people have great innovations. Others have skills and
labour to lend. Still others, have years of experience, and good connections.
If all of you come together right now, then you have the makings of a business.
So to all these people, and more, I say to you: you do not have to sit there in
frustration, or wonder what might have been. Young people who are reading this article: you should not have to struggle to get a decent job or career. This is your future and you are our future. To fellow adults: I say that as those of us over 30 know only too well, that there is nothing worse than looking back on your life, and regretting what might have been. Believe me, you don't want to do that. So to young people and adults alike, I say to you: if you feel undervalued, held
down, or have a burning idea/skill for making something new, then come and be a
part of this. Help start something where you get to be valued and develop.
You are welcome to list your ideas, or contact details for
concepts, contacts or skills you would like to lend, onto the following pages:
Kind Regards
James M
Wednesday, 12 November 2014
Friday, 7 November 2014
Qualified Assessment: How We Can Unleash Young People's Potential
Hi All
One of my friends from recruitment has raised a very interesting point. The conventional ways of recruiting a candidate for a job, would be to assess his/her work history, check the required grades, and conduct the necessary interviews. But the massive development of social media over the last few years, now means that a person's attitude, personality and many other traits can be judged very precisely, from his/her online activity.
Online behavioural studies are an evolving method of recruitment. There is, I am told, a very sophisticated process to measure people's potential in this way. And therein lies the potential for something very important: this method of recruitment could also be used to help NEETS.
As I have said before, I firmly believe that young people who are not in education or training (also known as 'NEETS'), can still be assessed and qualified according to their skill level. This will ensure that non-graduates to get the higher education they may have been denied. After all, people should not have to be taught what they already know. If a young person possesses a skill for which he or she does not yet have a grade, then that young person should be assessed and qualified to reflect his or her actual skill level. I myself have obtained a customer service and a music qualification through assessment, so it can definitely work.This will give them a fighting chance against their full time apprentice, and student counterparts.
The government could create a scheme, where special referrals can be made, by employers, teachers, parents; or an ‘Responsible Adult’, to offer a young person a free (full) assessment of his/her skills and abilities. This would be similar to the pre-screening process for apprenticeships: but it could be applied to any given skill: or even a full assessment of all the young person’s skills. Once a Formal Recommendation is made, an assessor could be appointed, to check the candidate’s progress. The assessor would determine what grades the candidate would qualify for; and if the candidate needs to sit an exam, what further training or preparation is needed for this. The candidate would then receive the grade(s) from the assessor, or be referred to sit the relevant exam.
Qualified assessment has been used in the past, but I believe that the full assessment of non-graduates, both in and out of work should be made universal. The way for us to ensure that they have good success, is by using the same qualifications system, as for apprentices. In this way, all young people, aged 16-24 should be offered a free full assessment of their existing skills and abilities.
Further: the attitude, personality and the psychological alignment could be assessed, of a young candidate not in education or training. A profile could then be made from this information, and it could be used, in much the same way as for candidates marked for top organisations, to gauge a candidate's exact potential.
I think this would go a long way, to helping non-graduates (especially NEETs) to overcome the social and financial barriers they may face, to securing a good career. The challenge will be how to integrate this into our society's institutions. A good place to start would be the job centre. A candidate's alignment potential could be assessed, as well as their potential for certificate qualifications. In fact, there are several key stages where this may be applied, as I suggested in another article:
• School leavers. 16 year olds and above who are going straight into full time work.
• Job seekers. As well as the normal courses offered to those seeking employment, a comprehensive assessment could be carried out on non-graduates, to give them the chance to qualify for key grades.
- In full time employment. If an employee’s line manager, or a student’s teacher can see that he or she possesses an ungraded skill, then a candidate in any profession should be referred for assessment.
• Long term unemployed. Full assessment should also be offered to anyone who has been actively looking for employment for more than a year.
• Registered disabled. Any non-graduates who consider themselves to have a handicap or disability, should be offered full assessment of their skills, to allow them to adjust fairly, and give them opportunities to find the work they want.
• Incarcerated or long term detained. All 16-24 year old non-graduates in care, detained, or incarcerated, could be fully assessed as part of their rehabilitation/treatment.
If qualified assessors, profilers and recruiters could be stationed in each of these situations, they could work in tandem, coordinating their efforts, to ensure that young candidates can be qualified according to their ability: and also, assessed by online interaction, according to their real potential. Once an employer sees a young person’s potential, a lot of things can happen. The candidate can be offered night classes; an apprenticeship; or further certificates, as part of his or her on-the job training.
There will of course, be some young people whose skills are average, and who are not particularly ambitious. They are happy with a job that pays the bills, as long as there are good friends and hobbies to take part in. But by offering all non-graduates a free full assessment, I believe that even the less talented candidates will be made happier. They will know they were given a real chance for something better, and will not be left wondering what might have been.
To the recruiters, assessors, and careers officers: I urge you to develop a new type of certificate qualification: to assess young candidates' professional alignment, from their online interaction, communications and other skills. This, and a full qualified assessment of their other skills, will ensure that all young people not in education or training get the chance for an education and a career.
We should try this.
Best Regards
James M
Founder
One of my friends from recruitment has raised a very interesting point. The conventional ways of recruiting a candidate for a job, would be to assess his/her work history, check the required grades, and conduct the necessary interviews. But the massive development of social media over the last few years, now means that a person's attitude, personality and many other traits can be judged very precisely, from his/her online activity.
Online behavioural studies are an evolving method of recruitment. There is, I am told, a very sophisticated process to measure people's potential in this way. And therein lies the potential for something very important: this method of recruitment could also be used to help NEETS.
As I have said before, I firmly believe that young people who are not in education or training (also known as 'NEETS'), can still be assessed and qualified according to their skill level. This will ensure that non-graduates to get the higher education they may have been denied. After all, people should not have to be taught what they already know. If a young person possesses a skill for which he or she does not yet have a grade, then that young person should be assessed and qualified to reflect his or her actual skill level. I myself have obtained a customer service and a music qualification through assessment, so it can definitely work.This will give them a fighting chance against their full time apprentice, and student counterparts.
The government could create a scheme, where special referrals can be made, by employers, teachers, parents; or an ‘Responsible Adult’, to offer a young person a free (full) assessment of his/her skills and abilities. This would be similar to the pre-screening process for apprenticeships: but it could be applied to any given skill: or even a full assessment of all the young person’s skills. Once a Formal Recommendation is made, an assessor could be appointed, to check the candidate’s progress. The assessor would determine what grades the candidate would qualify for; and if the candidate needs to sit an exam, what further training or preparation is needed for this. The candidate would then receive the grade(s) from the assessor, or be referred to sit the relevant exam.
Qualified assessment has been used in the past, but I believe that the full assessment of non-graduates, both in and out of work should be made universal. The way for us to ensure that they have good success, is by using the same qualifications system, as for apprentices. In this way, all young people, aged 16-24 should be offered a free full assessment of their existing skills and abilities.
Further: the attitude, personality and the psychological alignment could be assessed, of a young candidate not in education or training. A profile could then be made from this information, and it could be used, in much the same way as for candidates marked for top organisations, to gauge a candidate's exact potential.
I think this would go a long way, to helping non-graduates (especially NEETs) to overcome the social and financial barriers they may face, to securing a good career. The challenge will be how to integrate this into our society's institutions. A good place to start would be the job centre. A candidate's alignment potential could be assessed, as well as their potential for certificate qualifications. In fact, there are several key stages where this may be applied, as I suggested in another article:
• School leavers. 16 year olds and above who are going straight into full time work.
• Job seekers. As well as the normal courses offered to those seeking employment, a comprehensive assessment could be carried out on non-graduates, to give them the chance to qualify for key grades.
- In full time employment. If an employee’s line manager, or a student’s teacher can see that he or she possesses an ungraded skill, then a candidate in any profession should be referred for assessment.
• Long term unemployed. Full assessment should also be offered to anyone who has been actively looking for employment for more than a year.
• Registered disabled. Any non-graduates who consider themselves to have a handicap or disability, should be offered full assessment of their skills, to allow them to adjust fairly, and give them opportunities to find the work they want.
• Incarcerated or long term detained. All 16-24 year old non-graduates in care, detained, or incarcerated, could be fully assessed as part of their rehabilitation/treatment.
If qualified assessors, profilers and recruiters could be stationed in each of these situations, they could work in tandem, coordinating their efforts, to ensure that young candidates can be qualified according to their ability: and also, assessed by online interaction, according to their real potential. Once an employer sees a young person’s potential, a lot of things can happen. The candidate can be offered night classes; an apprenticeship; or further certificates, as part of his or her on-the job training.
There will of course, be some young people whose skills are average, and who are not particularly ambitious. They are happy with a job that pays the bills, as long as there are good friends and hobbies to take part in. But by offering all non-graduates a free full assessment, I believe that even the less talented candidates will be made happier. They will know they were given a real chance for something better, and will not be left wondering what might have been.
To the recruiters, assessors, and careers officers: I urge you to develop a new type of certificate qualification: to assess young candidates' professional alignment, from their online interaction, communications and other skills. This, and a full qualified assessment of their other skills, will ensure that all young people not in education or training get the chance for an education and a career.
We should try this.
Best Regards
James M
Founder
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