Professor Alison Wolf is one of the country's leading education academics. In this study, she explains the disastrous results of current policy and discusses, lucidly but rigorously, how reform of the sector should take place.
Author: Alison Wolf
In the UK, further education is a bastion of Soviet central planning that has wholly avoided the market-based reforms that have been adopted in other parts of the state sector. In terms of total spending, further education is important, but hitherto -- perhaps because of its complexity -- there has been little serious policy analysis of the sector. Professor Alison Wolf is one of the country's leading education academics. In this study, she explains the disastrous results of current policy and discusses, lucidly but rigorously, how reform of the sector should take place. The author proposes a new model for funding that is 'student centred', and which can lead to further and adult education once again making a major contribution to the building of a skilled workforce and educated citizenry. In developing her conclusions, the author draws on theory and evidence -- including experience of reform in higher education. This monograph is essential reading for all those involved in post-compulsory education, including academics and policymakers. Features: The first serious policy analysis of the further education sector; Looks at the justifications for state spending on further education, how resources are allocated and the wider policy context; Details the disastrous results of current policies; showing that they are wasteful, inefficient and fail to deliver on their stated aims; Proposes a new model for funding further education which is driven by the needs of students, not the whims of bureaucrats and politicians.
the Adult Learning Grant will be paid through the account . In developing the new
approach to support for 19-25 year - olds , DfES and DWP will work with other
partners to improve access to learning for young , disadvantaged adults , helping
Author: Great Britain: Department for Education and Skills
Publisher: The Stationery Office
This Education White Paper sets out the Government's programme of reform for the further education system, focusing on the economic mission of the sector to raise the skills level of young people and adults to achieve productive sustainable employment in a modern competitive economy. Following on from recent secondary school reforms, the FE policy measures include: i) new incentives for colleges to develop one or more areas of special excellence, with a new higher standard of accreditation (under the programme of Centres of Vocational Excellence or CoVEs), a more direct role for employers and an extension of the National Skills Academies (NSAs) programme; ii) a trial programme of learner accounts and a new entitlement to free training and education for the under-25s to gain level 3 qualifications, with the continued roll-out of the Adult Learning Grant to help with maintenance costs for those on low incomes; iii) the creation of a single Quality Improvement Agency to oversee a new national strategy to raise the quality of FE provision and promote continuing professional development of teaching staff; iv) improvement notices to be issued to colleges judged to be failing requiring the problems to be addressed within a year; and v) a simplified system for planning and funding provision designed to reduce regulatory bureaucracy at all levels, with an enhanced strategic role for the Learning and Skills Council at the regional level, new opportunities for innovative providers to enter the sector with new competitive arrangements and open advertising, and funding geared towards demand, particularly through the Train to Gain programme.
The recently launched 'Connexions' service (DfEE, 2001b) will be the principal
vehicle for the new 'joined-up' approach to learning support and guidance. In the
recent Grant Letter for 2002-3 sent by the Secretary of State to the LSC Chairman
Author: Terry Hyland
What are the values and policies which are driving the development of Further Education institutions? The rapid expansion and development of the post-compulsory sector of education means that further education institutions have to cope with ever-evolving government policies. This book comprehensively examines the current trends in further education by means of both policy analysis and research in the field. It offers an insightful evaluation of FE colleges today, set against the background of New Labour Lifelong Learning initiatives and, in particular, the links between college and community. This timely investigation of FE and New Labour policy, takes a unique community education perspective to determine whether the social objectives of current policy can be achieved by policy-makers, managers, staff and students in FE institutions. For students, lecturers and educators in the post-compulsory sector, in addition to policy-makers and managers, this is an invaluable source of information on a subject which is still largely under-researched.
New. Possibilities. Michael. Young. and. Norman. Lucas. Research on pedagogy
and learning in further education ... of new theories and ideas and argue that they
point to a new approach to learning and pedagogy which provides a basis for ...
Author: Peter Mortimore
`I commend it to anyone with a concern for teaching in any of its forms' -School Leadership & Management In this controversial book, Peter Mortimore and a team from London University's Institute of Education explore what is meant by the term pedagogy.They investigate its context and describe some of the recent shifts in thinking about it. Pedagogy affects the way hundreds of thousands of learners of different ages and stages are taught. Yet, until recently, it has been a neglected topic. Instead of having access to systematic evidence about its impact, innovative teachers have been guided only by ideological positions, folk wisdom and fashionable enthusiasms for particular approaches.
The London costs' study concluded that the Council's London weighting factors
ought to be increased, while the ... Reviews of the Methodology When it
introduced the new methodology, the Council said that it would review it after
Author: Pamela Robinson
After more than a century of being undervalued, further education has been thrust into the limelight. How have the colleges fared? How have they been shaped by the new arrangements for funding, governance, inspection and the new qualifications framework? What do those running the colleges and working in them make of the changes? What are their prospects for the new millennium? Further Education Reformed is the definitive account of where further education has got to and where it might be heading. Containing specifically commissioned papers by some of the most respected academics currently working in the field of further education, this book draws the situation as it is now and looks forward to the developments of the coming years. It will be vital reading for anyone concerned with further education in particular, and education in general, whether as a policy-maker, governor, manager, teacher, employer or student.
Chapter 6 consists of case studies in good practice. It shows, in detail, how the
conceptual enquiry methodology approach has been used by teachers in four
primary schools to improve their practice and that of their colleagues and to
Author: Clive Erricker
The role of Religious Education within the primary school and how it should be implemented has been the subject of worldwide debate. Responding to the delivery of the non-statutory framework for RE and the recent emphasis on a creative primary curriculum Primary Religious Education - A New Approach models a much needed pedagogical framework, encouraging conceptual enquiry and linking theory to its implementation within the wider curriculum in schools. The book outlines this new conceptual approach to Religious Education and is based upon the Living Difference syllabus successfully implemented in Hampshire, Portsmouth, Southampton and Westminster. It demonstrates how to implement the requirements of the new QCDA curriculum and Ofsted criteria for effective RE and is rapidly gaining both national and international support. Through this approach, Religious Education is discussed within the larger context of primary education in the contemporary world. This book will help you to teach RE in a creative way in the primary classroom by providing: historical commentaries an overview of existing approaches case studies based upon developments in religious literacy connections to initiatives such as Every Child Matters and cross-curricular links to other areas of the curriculum, including PSHE. With an all-encompassing global context, this book provides tutors, students and practicing teachers with a firm basis for developing their thinking about the subject of RE, how it is placed in the primary curriculum and how it may be successfully implemented in schools.
Put simply, these perspectives start to offer meaningful commentary about
educational processes more generally, rather than internal learning processes ...
In order to think about these questions, a different approach is needed:
Author: L. B. Curzon
Publisher: A&C Black
Jonathan Tummons has sensitively updated Curzon's long-established Teaching in Further Education, ensuring that not only does this new edition provide the academically rigorous approach of previous editions but it also offers an up to date guide to current practice and research. Topics covered include: - Theories of learning - The teaching-learning process - Instructional techniques - Assessment and evaluation - Intelligence and ability This is the complete guide for those training to work in the Further Education sector.
EDUCATIONAL NEEDS Students entering a university engineering course
usually have very little understanding of ... Simulation games (Riis, 1995) using
advanced information New Approaches for Training and Education of Engineers
Author: Jens O. Riis
Learning has become a constant state of mind for most professionals in today's organizations. However, to become a true learning enterprise, organizations cannot stop at instilling this yearning for knowledge into their collaborators. They must also capture and formalize the common know-how of the organization, as well as provide time and infrastructure to allow learning moments to happen. The aim of the Gaming Workgroup within IFIP 5.7 on Integrated Production Management Systems and the European Group of University Teachers for Industrial Management EHTB is to develop tools and formalisms to support experimental learning in these organizations. It has been proven that modelling the know-how, using visual environments such as multimedia and graphic simulations, is a first step. This in turn allows for the development of games, i.e. challenging settings that foster group interaction and problem solving. Games in Operations Management provides an excellent overview of the different game formats that have been developed and tested in past years, and includes games in a manufacturing environment, games in a services environment, and games for teaching organizational values. The book comprises the selected, revised proceedings of the 4th International Workshop on Games in Production Management: Experimental Learning in Industrial Management, which was sponsored by the International Federation for Information Processing (IFIP) and held in November, 1998, in Ghent, Belgium. The book will be of particular interest to organizational trainers, providing a good overview of state-of-the-art game and training formats as well as hints and advice on how to organize interactive training sessions. It will also be of interest to researchers in industrial engineering, industrial management, and operations management.
... on positive effects for their families and communities 28 Government should
accelerate and Chapter : 8 broaden its work in applying the Page : 106 Healthy
Schools ' approach to further education to create expectations among new
Author: Great Britain. Department for Work and Pensions
Publisher: The Stationery Office
The costs of working-age ill-health to Britain are large by any standards. Dame Carol Black estimated that the annual economic cost of ill-health in terms of working days lost and worklessness was over £100 billion. The Confederation of British Industry (CBI) estimated that last year 172 million working days were lost due to absence, costing employers £13 billion. Against a backdrop of a wider economic downturn both taxpayers and businesses can ill afford to bear these largely unnecessary costs. But the cost of ill-health cannot be measured in pounds and pence alone. There are about 2.6 million people on incapacity benefits and 600,000 people make a new claim each year; of these, half had been working immediately before they moved onto benefit. Once out of work it is likely that an individual's health will worsen and they and their families are more likely to fall into poverty and become socially excluded. Therefore, health-related inactivity prevents individuals from fulfilling their potential, causes needless financial hardship, and damages the communities in which people live. This response is built around three key aspirations that demonstrate how the Government will rise to the challenges set by Dame Carol: creating new perspectives on health and work (chapter 2); improving work and workplaces (chapter 3); and supporting people to work (chapter 4). Chapter 5 details how the Government will measure progress against its targets, and chapter 6 sets out future steps that the Government intends to take: better integrating skills, health and employment provision; reviewing the incentives for individuals, employers and the state to tackle sickness absence to ensure they are optimally balanced; and continuing to develop strategies to address the specific needs of those with poor mental health.
Driving factors for e-learning: An organisational perspective. ... Challenging the
five-stage model for e-learning: A new approach. ALT-J Research in Learning
Technology, 15(1), 37-50. National Institute for AdultContinuing Education. (2004
Author: Donnelly, Roisin
Publisher: IGI Global
"This book presents international practices in the development and use of applied e-Learning and e-Teaching in the classroom in order to enhance student experience, add value to teaching practices, and illuminate best practices in the area of e-Assessment. This book provides insight into e-Learning and e-Teaching practices while exploring the roles of academic staff in adoption and application"--Provided by publisher.
investing Learning and Teaching Capital , with funding with sector representative
bodies to develop a being provided to both higher education new approach to
capital investment , to secure institutions and further education colleges . greater
Author: Great Britain: Department for Education and Skills
Publisher: The Stationery Office
Dated May 2007. With correction slip dated May 2007
Case Studies from an International Perspective Emanuele Occhipinti ... at
Wellesley College, in Massachusetts, was confronted with a rapid and significant
increase in its student population in the first two years of the language
Author: Emanuele Occhipinti
Publisher: Cambridge Scholars Publishing
New Approaches to Teaching Italian Language and Culture fills a major gap in existing scholarship and textbooks devoted to the teaching of Italian language and culture. A much-needed project in Italianistica, this collection of essays offers case studies that provide a coherent and organized overview of contemporary Italian pedagogy, incorporating the expertise of scholars in the field of language methodology and language acquisition from Italy and four major countries where the study of Italian has a long tradition: Australia, Canada, Great Britain and the United States. The twenty four essays, divided into six main parts, offer a tremendous variety of up-to-date approaches to the teaching of Italian as a foreign language and L2, ranging from theoretical to more practical, hands-on strategies with essays on curricular innovations, technology, study abroad programs, culture, film and song use as effective pedagogical tools. Each case study introduces a systematic approach with an overview of theory, activities and assessment suggestions, collection of research data and syllabi. The book addresses the needs of instructors and teacher trainers, putting in perspective different examples that can be used for more effective teaching techniques according to the ACTFL guidelines and the Common European Framework of Reference for Languages.
Approach. in. Adult. Education. Dorothea Kunze 1 Introduction In the professional
world, C. R. Rogers is known better for his ... He con— siders this new approach
toward learning as relevant for sustainable learning in comparison with that of ...
Author: Jeffrey H. D. Cornelius-White
Publisher: Springer Science & Business Media
This book examines the scientific contribution and increasing relevance of the Person-Centered Approach (PCA) in psychotherapy. The direction taken in the book is to provide readers with a multidisciplinary and multi-perspective view as well as practical applications. Beyond the more conventional psychotherapy applications (client-centered, experimental, emotion-focused, child-centered, motivational interviewing, existential, filial, etc.) others have evolved including peace and conflict resolution work, encounter and T-groups, nonviolent communication, parent effectiveness training, person-centered planning for people with disabilities, relationship enhancement methods, learner-centered education, technology-enhanced learning environments, human relations leadership training, etc. Simultaneously, scientific disciplines were influenced by this perspective in less obvious ways. Hence, the major contribution of this book is to identify and characterize the key bridges-so far only partly recognized- between the PCA and several other disciplines. Based on the results of the bridge-building endeavor, the editors will propose an initial formulation of the PCA as a meta-theory. It is intended as a generic framework to solve complex, social problems and to stimulate further research and development concerning the human species in relationship to its environment.
The Framework for Excellence is a comprehensive and new approach to
managing performance of FE providers . The Higher Education Funding Council
for England is a non - departmental public body of the DIUS which is responsible
for the ...
Author: Great Britain: Department for Children, Schools and Families
Publisher: The Stationery Office
This consultation paper sets out the Government's proposals for supporting participation and achievement for young people, and reforming the post-19 skills system to secure better outcomes for adults. The changing nature of the world economy makes increasing participation in education and training an urgent necessity. In the system for young people, responsibility and accountability is given to local authorities for the whole 14-19 age range. They will provide a place in learning for every young person through strategic commissioning. Local authorities will cluster together in sub-regional groupings reflecting travel-to-learn patterns to commission provision across the wider local area. A Young People's Learning Agency will supplement this structure, have responsibilities for budgetary control, and secure coherence if agreement cannot be reached locally. There will be a progressive devolution of power to the sub-regional level. The main mechanism to hold local authorities to account will be the performance criteria set out in the "Strong and prosperous communities" white paper (Cm. 6939, ISBN 9780101693929). With the adult sector, the Government proposes a demand-led system and the integration of employment and skills (this latter requiring close co-operation between the Departments for Children Schools and Families, and Innovation, Universities and Skills, as set out in "Opportunity, employment and progression, Cm. 7288, ISBN 9780101728829). A new Skills Funding Agency will manage the framework and development of the further education (FE) service, and ensure that public money is routed to FE colleges and providers following the purchasing decisions of customers. The Skills Funding Agency will also be involved in the operation and management of the National Apprenticeship Service, the adult advancement and careers service, and the Offenders Learning and Skills Service.
Evaluation as Illumination: A New Approach to the Study of Innovatory
Programmes. Occasional Paper of the Centre for Research in Education Studies.
Edinburgh: University of Edinburgh. Paton, A. and Wilkins, M. (eds) (2009)
Teaching Adult ...
Author: Margaret Gregson
Publisher: Bloomsbury Publishing
Reflective Teaching in Further, Adult and Vocational Education is the definitive textbook for reflective professionals in further, adult and vocational education, drawing on the experience of the author team and the latest research, including that of the Teaching and Learning Research Programme (TLRP) findings. It offers extensive support for trainee and practising teachers in further, adult and vocational settings, for both practice-based training and career-long professionalism. Now in its fourth edition, written by a collaborative author team of further, adult and vocational education experts led by Yvonne Hillier and Margaret Gregson, Reflective Teaching in Further, Adult and Vocational Education offers two levels of support: - practical guidance for practitioner success with a focus on the key issues including individual and collaborative approaches to reflective practice, a systematic approach to educational improvement based upon Joint Practice Development; and - evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices and offer ways to develop deeper understanding of effective practices. The new edition is also enhanced by improved navigation and updated pedagogical features, including a revised chapter structure and text design, all-new case studies, activities, figures and diagrams. The team includes: Margaret Gregson (University of Sunderland, UK) | Yvonne Hillier (University of Brighton, UK) | Gert Biesta (University of Luxembourg, Luxembourg) | Sam Duncan (Institute of Education, University College London, UK) | Lawrence Nixon (University of Sunderland, UK) | Trish Spedding (University of Sunderland, UK) | Paul Wakeling (Havering Sixth Form College, UK) Reflective Teaching in Further, Adult and Vocational Education directly compliments and extends the chapters of this book. It has been designed to provide convenient access to key texts, working as a compact and portable library. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.
The chapter concludes with a section which speculates what the implications of
New Labour's approach to the reform of further and higher education might be for
the future of the postcompulsory sector as a whole and indicates challenges ...
Author: Hodgson, Ann
This work discusses and analyzes New Labour's emerging policies in the area of 14+ education and training. The authors present an account of developments in the area of post-compulsory education and training in the workplace and outline the challenges to be faced in the next decade.
There was then, a brief new flowering of pedagogy – a serious concern with the
theory and practice of education. ... If education cannot promote cognitive growth,
as the psychometrists seemed to aver, its whole purpose or direction was lost.
Author: Margaret Gregson
Publisher: Bloomsbury Publishing
Readings for Reflective Teaching in Further, Adult and Vocational Education is a unique portable library of exceptional readings drawing together seminal extracts and contemporary literature from international sources from books and journals to support both initial study and extended career-long professionalism for further, adult and vocational education practitioners. Introductions to each reading highlight the key issues explored and explain the status of classic works. This book, along with the core text and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of further, adult and vocational professionals. Readings for Reflective Teaching in Further, Adult and Vocational Education, the core text, Reflective Teaching in Further, Adult and Vocational Education, and the website, provide a fully integrated set of resources promoting the expertise of further, adult and vocational professionals. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.