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This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/EUM0000000000293. When citing the article, please cite: John Bynner, (1991), “Young People and Training”, Education + Training, Vol. 33 Iss: 6.

Data collected in ESRC′s 16‐19 Initiative on 5,000 young people′s attitudes to training and experience of training are analysed. Two groups of young people aged 15‐16 years old and 17‐18 years old in 1987 were followed up for two years in Swindon, Sheffield, Liverpool and Kirkcaldy. The findings show a generally positive attitude to training, stronger in the younger than the older group. But local economic conditions are critical in determining what kind of training is available and what outcomes follow it \em\ both of which are fundamental to the way in which it is received.

To find out how vocational preparation is experienced in England and Germany 160 young people in Bremen, Paderborn, Swindon and Liverpool were matched in terms of likely job destinations. From questionnaires and interview replies in 1988, reveals that the Germans are at least two years behind their English counterparts in their transition to adult employment. Young English people claimed more experience than the Germans of job‐related skills and were more confident about their futures. Young Germans with more of a “student” view believed that training was needed to gain skills and were more uncertain about what would happen after it. The research is continuing.

Uses National Child Development Study (NCDS) data to examine the employment experiences of men and women assessed with poor numeracy compared with those with good numeracy skills at age 37. To uncover the extent of negative effects of having poor numeracy skills, the sample is restricted to those whose poor or good numeracy was accompanied by good literacy skills. As a further control, much of the analysis is also restricted to those who had left full‐time education at age 16. Maps the proportions in full‐time employment between ages 17 to 37 and demonstrates the very different labour market experiences of the two skills groups in the areas of occupation, training, promotion and income. Concludes that poor numeracy reduces employment opportunities and progress in jobs.

Commends the new UK Government for its commitment to education. Outlines the author’s experience as director of 1958 and 1970 birth cohort studies, focusing on the difference between the two groups: those born in 1958 left school and were accommodated easily in to the workforce. Presents a very different picture for those born in 1970, indicating a more polarized society. Argues that education, including vocational education, is the best way to counter the resulting lack of experience and prospects for many individuals, and that time spent not in work should be spent in education, rather than unemployment. Highlights the value of education for citizenship and family life and not just job‐related competences. Advocates a broader view of education which should lead to improved opportunities in all spheres of life.