Education as Factor tool for Millennium Development Goals.

Education

Introduction

Provision of quality education is an important tool in the achievement of millennium development goals. The majority of jobs that are created across the globe need qualified expertise and on-the-job training. Apprenticeship is a system that caters for professional on-the-job training and classroom assignment in line with career demands. Trainings are done while working with the employer that enable the apprentices to learn their profession in exchange of labor (Coughlan 1). It empowers the employers to develop standards for apprentice while focusing on quality. Apprenticeships are crucial education systems that facilitate  quality and labor responsive training.

Training takes place for a minimum period of one year and should involve at least 20 percent of the period from where the apprentice is performing. It also helps to shape the need of employers in various sectors (Göggel and Thomas 5). Therefore, apprentices will fit in the job markets in various fields such as digital business, aerospace, drink and foods as well as automobile. Furthermore, this form of training supports economic development in the country (Coughlan 1). Apprenticeship plays a major role in reducing cases of unemployment in both developed and developing nations.

There are approximately one million unemployed youths in the UK. The problem can be solved if apprenticeship is supported adequately because it equip youth with the necessary skills in the market. The system also forms the basis of combining technical and practical element with academic teaching that enables quality address of future skills (Göggel and Thomas 7). If all appropriate measures are addressed, the system of education will be responsive to the needs of employers and give learners valued qualification. Most of the successful companies such as Microsoft, Uniliver, and Roll Royce appreciate the new system as it improves the quality (Coughlan 4). Most governments across the world aim to increase the number of university education and disregard technical education. However, most of the job created require one third of the university education while the rest requires technical skills. Therefore, it is the right time for the education stakeholders to deal with the problem by introducing apprenticeship programs in the system of education.

Reports indicate that there are more than two fifth inadequate skills, especially in health care work.  As policy makers focus on increasing the number of university graduates, the job market need more than general higher education. Every nation requires robust and higher quality vocational education (Coughlan 3). In addition, innovative business models that facilitate quick workforce utilization and help firm to grow in value chain.  They add to the importance of vocational training development.

However, the government must reform the apprenticeship in order to increase the wages of the students. It should be truly a leading system in the growth of the economy in the years to come. According to policy makers the new changes to introduce apprenticeship will only benefit the large companies (Coughlan 2). In addition, they argued that the new system has a grading system that is not necessary, which is likely to generate bureaucracy in the system of education.

Conclusion

As the economy struggles to end the current rate of unemployment and inflation, reforms in the system of education should be initiated. Young people who leave high schools should be engaged in vocational training via an apprenticeship program (Coughlan, 4). The system will facilitate to faster economic growth in the future and increase job competitiveness.  Apprenticeship improves the quality of education and faster development (Minns, and Patrick 5). Therefore, this is the new way to tackle challenges that are facing our education system.

Works Cited

Coughlan Sean, Higher-quality Apprenticement to be graded, BBC News correspondent 2013 Print

Göggel, Kathrin, and Thomas Zwick. ‘Heterogeneous Wage Effects Of Apprenticeship Training*’. The Scandinavian Journal of Economics (2012) Print.

MINNS, CHRIS, and PATRICK WALLIS. ‘Rules And Reality: Quantifying The Practice Of Apprenticeship In Early Modern England1’. The Economic History Review 65.2 (2011): 556-579. Print.