FROM SURVIVING TO THRIVING: SOCIAL-MOBILITY MODELS IN UK’S BAME COMMUNITIES

By Davida Ademuyiwa

The Covid pandemic has played a big role in exposing British social-economic inequalities. Black and ethnic minority communities were the worst affected, which clearly tells us that more needs to be done to address this problem.

According to Deloitte: “The UK has one of the poorest rates of social mobility in the developed world. This means that people born into low-income families, regardless of their talent, or their hard work, do not have the same access to opportunities as those born into more privileged circumstances.”

Awareness that the problem exists is a starting point. Education on how the inequity can be addressed would help orientate those impacted towards adopting the right mindset and choices that can help improve their life chances, moving them towards upward social mobility rather that experiencing downward mobility.

At the same time, government policy can remove obstacles preventing these people from accessing and engaging in the education system, becoming gainfully employed, starting and growing their own businesses, and getting on the housing ladder.

The Two-Pronged Effect of Emigration

Contrary to popular belief, not every immigrant to the UK comes for an economically better life.  In many cases they can end up being worse off.  Emigration can have a two-way effect on social mobility. In some cases, it means downward mobility for people well placed in their home society but had to leave due to conflict or other socio-political situations. Coming to the UK is known to be a leveller. Thus, you will find many black and ethnic minority (BAME) people of different socioeconomic statuses having to start at the lowest rungs of the social ladder.

Before anybody can go from striving to thriving economically, they would need a shift in their thinking. The same mindset that helps a community in survival mode is not the same one that would help them go to the next level and ascend the economic ladder.  However, for various reasons many get stuck. Then again, wealth in BAME communities is not an individual achievement, it is often a family matter. Family members are known to have made great sacrifices to the individual’s achievement, therefore as they go up the socioeconomic ladder, they constantly have to reach back to help family members who are still steeped in the poor conditions they left behind, thus making the climb slower and more onerous.

The Education Social Mobility Model

Many see education as the key to becoming socially mobile.  In the ‘60s we saw illiterate but industrious parents educating their children in order to help them climb the ladder.  The UK saw an influx of BAME people from countries that had colonial ties with Britain, coming into the UK to be professionally educated and trained to become nurses, doctors, engineers, pharmacists, lecturers, architects etc. Many returned to their native countries after their education to join the emerging affluent class.

Following that model of social mobility worked for them, and so numerous immigrant parents place high value on education to ensure that their children achieve academically in pursuit of intergenerational social mobility. 

One factor not often highlighted is the limited types of intelligences recognised and rewarded by the education and employment systems. The intelligence recognised by the education system often dictates how well a child can achieve. Traditional education and employment systems are geared towards measuring and rewarding only certain types of intelligences such as logical mathematical intelligence and scientific intelligence, to the detriment of others. However, life often rewards other forms of intelligence. Actors and actresses; musicians; entertainers and athletes; writers; TV broadcasters, and other talented people do well in life, becoming highly socially mobile in their lifetime.

The Business Social Mobility Model

Accessing to education does not necessarily mean success for some who are unable to complete their schooling. Many drop out and find themselves at the bottom rung of the ladder. Some find themselves hustling and living hand-to-mouth throughout their lives. Conversely, others develop entrepreneurial skills, finding opportunity, social networks, and funding that enables them to pull themselves out of a downward social mobility spiral.  However, the majority are left to flounder. Thus, there is a need for an alternative system to help these people move beyond survival to thriving, that rewards those with talents outside the narrow scope of the education system.

Whilst there are pockets of more privileged BAME children and young people who do well in the educational system, more help is needed for those who do not so that they can build well-developed entrepreneurial acumen to build a business that will positively support and contribute to the British economy.

The Government occasionally implements schemes that provide this alternative, however, this alternative provision is often poorly planned, supported, and funded. These programs are often short-term with sporadic funding. The government needs to pay more attention to this, as a great number of people from BAME communities have used these schemes, for instance in the corner shop or kebab van economy, to access and achieve social mobility.

The sad thing for young people from disadvantaged backgrounds is that most of them do develop entrepreneurial skills, but for some it is on the wrong side of the law. For many of these young people, having their own disposable income is important due to poverty at home, so they become easy targets for criminal gangs and are easily drawn into crime, perpetuating the trend of downward social-mobility.

The Investment Social Mobility Model

Homeownership has always been an important marker for upward social mobility. It is seen as one of the quickest ways to build wealth.

The most socially upwardly mobile from BAME communities are those who have pursued investing in their own homes and have speedily gone on to grow their own property portfolios.  Unfortunately, the drive to get on the social housing waiting list is a big deception that becomes an obstacle which prevents many BAME people from becoming socially mobile.

Margaret Thatcher's Right to Buy policies in the ‘80s enabled many in social housing to buy their own home, helping many who would not have otherwise been able to get on the housing ladder become upwardly mobile. According to The Guardian, “Home ownership grew from 55% of the population in 1980 to 64% in 1987. By the time Margaret Thatcher left office in 1990 it was 67%. 1.5 million council houses were sold by 1990, by 1995 it was 2.1 million.”  Boris Johnson also has plans to help thousands of young people onto the property ladder and has vowed to pave the way for renters to become homeowners.

Whilst social housing has a place in sheltering the vulnerable, preventing homelessness, and helping people start out, homeownership is the key that often helps them gain social mobility traction.

In Conclusion

According to the Resolution Foundation, wealth gaps between different ethnic groups in Britain are large and likely to persist: “People of Black African ethnicity typically hold the lowest wealth (a median figure of £24,000 family wealth per adult), a total which amounts to less than one eighth of the typical wealth held by a person of White British ethnicity (£197,000 family wealth per adult). Those of Bangladeshi ethnicity typically hold just £31,000 family wealth per adult (median figure), while those with Mixed White and Black Caribbean ethnicity typically hold £41,800.”

These statistics look bleak.

Although many BAME people already employ the three social mobility models mentioned above, we need to see more from these communities adopting them if we want to see a cessation of intergenerational disadvantage.

We must educate the community to be intentional about becoming upwardly mobile. BAME people need shift how they think about economic issues that feed into the choices they make and inevitably help to perpetuate the intergenerational transmission of disadvantage rather than advantage.

With many BAME people living at the lowest rungs of the UK's socioeconomic ladder, intergenerational downward mobility is certainly not an option that the UK can entertain, as it comes with other vices that suck individuals, families, communities, and the nation into a further downward spiral; it perpetuates crime, such as the drug, gang, and the gun and knife culture which all have their own repercussions.

Some people in these communities are proactively taking responsibility for their own upward progress and continue to pull themselves up by the bootstraps as they climb the socioeconomic ladder. For the rest, early interventions, such as investment in the provision of financial and entrepreneurial education and efforts to assist and encourage the upward social mobility of this subsection of UK’s society is a must.

WHY I CHOSE TO DO AN MBA – MY PERSONAL JOURNEY

By Jay S Khan. BA, MBA, CMgr

When my editor asked me to write this piece, giving me just 48 hours’ notice, I was a bit apprehensive as I felt that it may be too personal, however I am glad that I accepted the challenge as it gave me the opportunity to reflect 7 years on.

MBA stands for Master of Business Administration and is generally aimed at busy professionals looking to advance their careers. In today’s climate the job market is difficult, if not cut-throat, and so many undergraduate students are now seeking out higher education to get a competitive edge. Even professionals who have several years of work experience will often attend graduate school to compete with other jobseekers or increase their skills for a current position.

The MBA is a specific type of Masters degree which focuses inherently on business skills. Entry requirement does not necessarily require experience previously in business and therefore is open to everyone and is sometimes regarded as a more prominent Masters.  However, the key to enrolling on an MBA is having work experience. An MBA provides a detailed understanding of contemporary management literature and theory on aspects of organisational situations and helps to improve management practices. It provides a holistic approach towards future challenges in the global environment.

My reasons for completing an MBA are plentiful and have a wider perspective than simply for career progression.  To start things off, this was a natural progression for me in terms of academic achievement as I have an undergraduate degree.  I have always had the intention to complete a post graduate qualification, yet since completing my undergraduate course the timing just did not materialise for various reasons.  The reasons I chose the MBA program is that it is a globally recognised qualification, and the acronym is well known from Europe, Asia and America and has an element of kudos attached. Having an MBA makes you a more attractive proposition for future employment.  More importantly it was a personal challenge to complete it successfully.  Both my parents were great advocates of formal education and this was a way to honour them even though they sadly were not around to witness my graduation.  Finally, I saw this as a way of future inspiration and motivation for my kids and something for them to potentially aspire to completing. 

Those who have completed an MBA will identify with some of the challenges and indeed would have many of their own.  There are several challenges that I had to overcome during the completion of my studies.  Firstly, I was in full time employment during the program and therefore had to juggle between the two and ensure that I maintained a strict regime to continue to meet my obligations at work.  I have to say that I had a very supportive employer and manager which goes a long way.  I have always been a very organised person and I apply the motto ‘Everything matters and always be prepared’ to both my professional and personal life.

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Going back to university was exciting as it brought back memories of when I was a full-time student.  Sitting in the university canteen and observing the fresh-faced students as they discussed their assignments and contemplated their futures was somewhat nostalgic. The challenges faced throughout this process has indelibly made me the person that I am today. Still impacted by my mother’s death 9 months prior to my start date, I had vowed to complete the course.  In addition, at the time I had a young family which presented additional challenges.  Spending quality time with my family is very important to me and I wanted to ensure that this was not compromised.  My wife and kids were very supportive throughout the year which made it that much easier.  During the year my kids saw me studying all hours of the day and I had to commandeer the dining table which was littered with books and all manner of study materials which I would catch them peeking through on occasions. I hope seeing me studying stays in the forefront of their memory and inspires them as they grow.

Embarking on such a challenge requires preparation and to anyone considering this I would suggest completing a shorter course before you take the journey.  Before I started the process of identifying a suitable MBA I wanted to see if I still had the capacity and capability to return to a formal classroom setting.  14 years had passed since I graduated or completed any type of formal learning over a long period.  In preparation, I enrolled on a 6-week teaching classroom-based course to refresh myself and see if I could climatise to this type of learning environment.  What surprised me the most was how it re-ignited my love for learning.

The key to my success was the desire to succeed and the fear of failure. From a practical nuts and bolts point of view it was discipline and organisation that got me through successfully. I devised a regimented plan and timetable and stuck to it without deviation enabling me to keep focused.  It is also important to factor in some downtime, as fatigue can easily set in due to information overload and of course the challenges of everyday life.  Another great tip is finding a suitable study partner to work with, share ideas, act as a sounding board, and help motivate each other. It would be remiss and unforgivable of me not to acknowledge my study partner.

Completing a post graduate course, particular in later years, provides the opportunity to meet some wonderful people from all backgrounds.  An MBA brings together people from all types of professional background and my class was no exception.  My class consisted of people from the IT, healthcare, police, and travel industry, and all at different levels within their respective organisations. As mentioned above, it is a very tough and intense course, and this was evident in the 2nd semester where a few people dropped out.

Writing this piece is the first time I have reflected on this journey and it opened my eyes to the challenges that I had faced.  If I was to have my time over again, I would probably follow the same process as I have no regrets and would highly recommend exploring this type of journey.

If anyone is considering an MBA, I would be happy to pass on my experiences and advice.


YOUTH EMPLOYMENT POST COVID

By Nikeeta Phagura

Though a new year begins, the impacts of Covid-19 are far from last year’s news. Amidst its plethora of challenges, the rise in youth unemployment stands amongst the most worrying and longer-term concerns. The current youth unemployment rate is 14.5%, a jump from 12.1% last year and compared to 4.1% nationally. This amounts to a staggering 596,000 young people unemployed as of October 2020 and 14% increase vs. pre-pandemic first quarter. In seeking to address the problem of youth unemployment, this essay puts forward three connected policy proposals - “earlier integration of employment and education”, “a new points-based accreditation system branded the Skills Foundation Scheme” and, finally, “a formal fast-track Youth Employment Pathway” to our heavily affected public sectors. These 3 recommendations align to create a holistic yet innovative set of solutions to youth unemployment, by increasing employability and overcoming the vicious ‘no experience, no job’ cycle so prevalent for young people in today’s pandemic-ridden job market.

Integration of education and employment

In thinking through potential solutions, one could focus solely on reactive means towards job generation - but I believe it essential to start with education. It is after all the Conservative Party’s longstanding notion that education is key to building a child’s potential future. Yet many of our schools only begin introducing jobs and career opportunities at Year 11 (age 15/16) - the same age we expect our youth to think about next steps and choosing between apprenticeships, further education or community work. And in cases where schools do invite employers to discuss career opportunities in advance, it is on an adhoc basis and firmly focused on upper ages. The first proposal is to thus establish a more robust and integrated system between employers and schools, starting from Year 9. Facilitating this need not be complicated, as schools can leverage their existing strong relationships with Local Authorities, and hence work together to encourage local, prominent employers to provide workshops around potential opportunities. By taking a more proactive approach and providing earlier access to employers throughout education, we can encourage, engage and inspire our youth to understand potential job opportunities and pursue ambitions. This also seeks to better support them ahead of making important decisions about next steps and future choices. Whilst not an immediate solution to today’s youth unemployment, education can serve to better prepare and equip tomorrow’s youth for secure employment - in turn reducing longer term increases in unemployment.

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The Skills Foundation Scheme

Giving young people earlier access to employers stands as the first step to solving for youth unemployment. The next is to ensure they have sufficient skills to secure a job, overcoming the all-too-familiar and vicious ‘no experience, no job’ cycle after full-time education. This makes way for my proposed Skills Foundation Scheme (hereafter SFS)- a new points-based Accreditation System allowing participants to gain insight into potential jobs, build new skills in interest areas and earn points towards formal qualifications. Young people aged 16-24 and out of work would be given the opportunity to complete short work placements at various registered employers of their choice (private, public or not-for-profit) and earn points of value once complete. These points would be recognised as an official accreditation similar to NVQ status. Participants would be given a Government-funded stipend to cover time and expenses, attractive enough to encourage engagement as opposed to welfare system reliance. Going one step further - and overcoming critiques some may recall of the 1980s’ Youth Training Scheme (YTS) - this initiative will not simply expect young people to complete repetitive training with no prospect of a full-time job upon completion. Young people can choose as many or as few placements across different industries, and continue to earn points of value - giving them the chance to better understand their interests, build upon foundational skills to bolster their CVs and preventing disengagement which led to many dropping out of the YTS early. Not only would the accumulated points be formally recognised towards a qualification, but also hold value in applications for permanent roles within the public sector, as to be discussed subsequently.

The SFS would be positioned as a highly impactful, tangible skills-based solution that builds upon the initial success of our recent Kickstart Scheme, which has generated 19,000+ jobs already. Given that Kickstart requires a more formal ask from the employer through 6-month placements, I believe this Scheme could generate powerful supply and demand across businesses and young people alike. In providing real opportunities to pursue areas of interest, build skills and achieve formal qualifications of value towards a full-time job, we can bring the youth unemployment rate down and shape our future leaders.

Youth Pathway to Public Sector

With new skills acquired, hands-on experience and formal accreditation to show for it, the final solution to youth unemployment is securing and retaining a job. Connected to the SFS, I propose the creation of a fast-track Youth Pathway to Public Sector jobs - even more critical with today’s understaffed and overstretched public sector workforce tackling Covid-19. The Youth Pathway to Public Sector would allow young people exclusive access to certain entry-level public sector roles, as opposed to more temporary positions that become vulnerable during uncertainty. Building this programme will go hand in hand with the SFS, as the hard-earned points from their experience placements would be weighted, recognised and visible across job applications. There could be minimum benchmarks required for certain roles, somewhat similar to the decile system used for graduating doctors. In doing so, we can showcase real merit and a tangible end goal to young people’s participation in the SFS - which was in fact another challenge to the YTS and reason for people not completing. Though this would undoubtedly require heavy investment and administrative prowess to deliver, I believe there is strong rationale and mutual benefit for our young people and public sectors. On the one hand, we can best support the public sector with hardworking, enthusiastic and committed talent who might well choose to invest their longer-term careers there. On the other, we will slowly reduce the disproportionally high representation of young people currently working in the gig economy, which has been most vulnerable to Covid-19 furloughs/redundancies and thus a high instigator for the rapid youth unemployment increase. In establishing the fast-track Youth Pathway to Public Sector, we can truly future-proof youth employment generation and the public sector for years to come - and in the face of other national challenges.

In conclusion, this essay has proposed a set of holistic policy proposals to address the rising youth unemployment rate, taking both short and longer- term approaches. Through the provision of earlier integration with employment and education, the Skills Foundation Scheme to gain further experience, and creating clear routes to employment through the fast-track Youth Pathway to Public Sector - we can effectively reduce youth unemployment and further tackle the growing risk of welfare system dependency at such a young age. As Thatcher’s quote exemplifies, the Conservative party has long committed to setting up foundations for success and supporting people into work. And I believe that the innovative solutions presented here will do just that - for today’s young people as well as tomorrow’s.