Vocational Schools 105

This policy orientation may reflect a variety of factors such as difficulties in defining, assessing and verifying ‘soft skills’, and difficulties identifying and accessing specific groups of employees at which to target limited resources.
Thus some key questions for future policy interventions include:
who are the priority groups
where the most serious gaps are for such groups be they related to e.g. which assets, dimensions of deployment or presentational skills
which of the arms of public policy are best placed to add such value and how through interventions.
Finally, whatever the interventions, they need to be evaluated so that lessons can be fed back into further improvements and to the decision to continue with, change or stop such interventions. Potential measures include those relating to input measures, e.g. possession of vocational qualifications, or the receipt of careers management training; perception measures, e.g. the views of employers and the workforce of their employability; and outcome measures, e.g. the speed at which people are able to get jobs or ‘measurements of failure’, e.g. the numbers or proportion of people with difficulty finding or keeping work, or the number of job changes, however defined. Whatever route is chosen, it is important to take account of the overall state of the labour market and how it is changing, to take account of any dead-weight effect and assess true additionality.




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