Some Lessons from Britain’s New Push for Education and Workforce Training

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Britain’s Labour Party celebrated July Fourth with an overwhelming victory. It will hold at least 411 of the 650 seats in Parliament, taking power after 14 years of Conservative rule with a clear mandate for change. 

Its Manifesto, or party platform, describes five national missions, including one on education and workforce training named “Break down barriers to opportunity.” Details are provided in a companion 130-page report focused on “Learning and Skills.“

Labour’s education and workforce training agenda for working families in the United Kingdom is similar to those numerous states and communities in the U.S. are creating under the banner of career pathways programs. It also has similarities to the bipartisan bill reauthorizing the Workforce Innovation and Opportunity Act, which was approved by the U.S. House of Representatives and is under consideration by the Senate. 

This approach reflects opportunity pluralism, a viewpoint that encourages policymakers to create different education and training pathways and personal support programs so individuals can acquire the knowledge, skills and networks they need for jobs and careers. Policymakers and other analysts could benefit from comparing these similar U.S. and U.K. agendas, even though education governance in America is more decentralized than in Britain. Creating an opportunity pluralism learning agenda would advance the interests of working families and the prosperity of both nations.

The Manifesto describes a strategy for post-16 education — career pathways for those 16 and older that include guaranteed job training, an apprenticeship and personal assistance in getting a job. It proposes changing how apprenticeships are funded by letting employers use some tax money, which is currently paid to the national government, to develop local job training programs. It would allow vocational programs known as Further Education Colleges to apply to become Technical Education Colleges, which offer teenagers academic and specialized training — much like U.S. high school career and technical education. The shift would provide additional funds and allow the schools to respond to local community job needs. Finally, a new organization called Skills England would oversee implementation efforts by employers, training providers and unions.

In short, this approach dovetails with U.S. conversations on career pathway programs, created by education and training providers to prepare individuals for jobs that align with local labor market demands. These programs include apprenticeships and internships; career and technical education; dual enrollment in high school and college; career academies; early college high schools; bootcamps for learning specific skills; and staffing, placement and other assistance for job seekers, and they have five common features: an academic curriculum linked to labor market needs, leading to a recognized credential and decent income; career exposure and work, including engagement with and supervision by adults; advisers who help participants answer any questions they might have and deal with issues may they confront, ensuring they complete the program; a written civic compact among employers, trade associations and community partners; and local, state and federal policies that make these programs possible and track outcomes.

“Learning and Skills” proposes a makeover of the national government’s school and adult career services. This includes placing a career leader in each school and requiring all schools to become part of the current network of Career Hubs. These offer advice and technical assistance as schools develop their programs so they align with national benchmarks for good career guidance. Schools would also have access to all the career planning resources and job search tools that the hub offers, including a job mentor for every student.  

Some of the work of these hubs is akin to U.S. state-based efforts that develop career services and education frameworks. For example, Colorado’s work-based learning framework  includes three program and activity categories: learning about work, learning through work and learning at work. Maryland’s approach is based on career exploration, preparation and job seeking and advancement. The Texas Education Agency’s Work Based Learning Continuum includes descriptions of the roles and responsibilities of training providers, primary and secondary schools, colleges, workforce boards and other community organizations. 

Central to these approaches is the role of career navigators and navigator organizations, similar to the Labour proposal for career leaders and hubs. Navigators provide information and guidance to students and families as they explore career pathways. They help participants identify their strengths, understand job requirements and get the education and credentials they need for career success. Their organizations have technology platforms that collect and aggregate information to assist in this navigation process, including using artificial intelligence to help navigators and their clients.

This approach to career pathways programs provides insight into the two dimensions that are needed to prepare individuals for meaningful work. The goal is to give people the knowledge, skills, relationships and networks they need to flourish and achieve success. As the adage reminds us, it is not only what you know but also who you know. Pursuing opportunity involves acquiring knowledge that pays and relationships that are priceless. 

A U.S. and U.K. learning agenda, sharing lessons learned from implementing an education and training agenda as described above, would have many benefits for each country. 

For example, the U.S. could profit from learning how the U.K.’s approach to apprenticeships beginning in the 1990s has increased the number of prepared job-seekers. As Ryan Craig explains in his book Apprenticeship Nation, many factors contributed to this growth. Two that would be particularly pertinent for the U.S. are the role of the federal government in providing financial support to states and communities to create more training providers and in developing national frameworks that describe the knowledge and skills needed for different occupations.

On the other hand, the U.K. could profit from examining how America’s decentralized system of education and training has produced many approaches to implementing an opportunity program that begins as early as middle school; how navigation services and their technology platforms have been used to assist students, their families and mentors; and whether using states and communities as laboratories of democracy and opportunity has a U.K equivalent. 

Britain’s Labour Party has embarked on its own July Fourth revolution for opportunity. It bears watching, as both nations can learn much to advance their opportunity agendas for students and the working class.

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