Future Options for England’s Further Education Sector
SKOPE Research Paper No. 109 June 2012 by Simon Norton (Independent Consultant)
Abstract
On size alone the further education (FE) sector forms a central part of the English post-16 education and vocational training system. But historically English FE colleges have not been given the degree of attention by policy-makers, the media or indeed academic researchers that their scale and strategic importance would appear to warrant. While this state of affairs seems rooted in the nature of the socio-economic groups FE colleges serve and the FE sector’s considerable heterogeneity, there are indications that FE’s role and profile may be growing in response to policy developments relating to higher education, greater freedoms for FE and the continuing emphasis of successive British governments on skills as a key to enhanced national economic competitiveness. Such a future is by no means certain, however. As pressures from greater competition in the post-16 education/training market and the Coalition Government’s programme of public expenditure reductions intensify, FE’s strategic and financial position could weaken, choking off these aspirations.
The paper considers the strategic options facing English FE colleges at this critical time for their future. It examines three issues of particular importance to the sector’s development – the potential to expand and develop the delivery of higher education in FE colleges; the role of FE in delivering vocational qualifications in light of shifts in government policy and employer attitudes; and the future sustainability of the current FE sector given the risk of reductions in colleges’ incomes and increases in their costs. It concludes that FE’s aspirations to enhance its impact and recognition in relation to national learning and skills are achievable, although not a given, with much depending on developments over the next two to three years. Increased research would help inform the policy and operational decisions that achieving this will require. The paper draws upon a review of the literature; contributions from a panel of the sector’s strategic decision-makers, influencers and practitioners; and the author’s experience as an FE college principal and funding council executive director.
Full text (PDF 25pp)
Showing posts with label FE. Show all posts
Showing posts with label FE. Show all posts
Wednesday, 11 July 2012
Monday, 9 July 2012
Some theory anyone?
an article by Norman Crowther (national official for post-16 education at the Association of Teachers and Lecturers, the education union) published online in fenews
Opening paragraph
I remember doing a research paper around 2000 for the LSDA and found it very difficult to find research on FE that was theoretical. Most was done by those working in the sector who were trying to find out what works (or what didn’t!) based purely on empirical findings, usually from LSC, and local generated data.
There seemed to be no conceptual grip on how the system worked, what happened in it and why, and, more to the point, how it could or should work.
I’m glad to say that since then bookshelves are now filling up with not only books on FE but also books that contain theory about FE or aspects of it. There are two current theoretical models which are remarkably well formed to suit exploration of the FE sector and what works.
The first is an ecological systems theory given by Professors Ann Hodgson and Ken Spours. The second is given by Lorna Unwin who offers the much referenced ‘expansive and restrictive apprenticeship model’. Others have given eminent descriptions but not theoretical models as clear and coherent as the ones I’d like to discuss.
I will discuss the ecological systems theory here.
Opening paragraph
I remember doing a research paper around 2000 for the LSDA and found it very difficult to find research on FE that was theoretical. Most was done by those working in the sector who were trying to find out what works (or what didn’t!) based purely on empirical findings, usually from LSC, and local generated data.
There seemed to be no conceptual grip on how the system worked, what happened in it and why, and, more to the point, how it could or should work.
I’m glad to say that since then bookshelves are now filling up with not only books on FE but also books that contain theory about FE or aspects of it. There are two current theoretical models which are remarkably well formed to suit exploration of the FE sector and what works.
The first is an ecological systems theory given by Professors Ann Hodgson and Ken Spours. The second is given by Lorna Unwin who offers the much referenced ‘expansive and restrictive apprenticeship model’. Others have given eminent descriptions but not theoretical models as clear and coherent as the ones I’d like to discuss.
I will discuss the ecological systems theory here.
Monday, 1 August 2011
The Further Education and Skills Sector in 2020: …
A Social Productivity Approach
An LSIS commissioned report from the RSA’s 2020 Public Service Hub, providing an independent perspective for the further education and skills sector on possible futures.
The report calls on the sector to take advantage of its new found freedoms by breaking away from a narrow ‘delivery of qualifications’ role to place more emphasis on citizen engagement, interaction with employers and civic leadership. For FE to be transformative in 2020, the report recommends that the FE sector follows five new directions:
Executive summary (PDF 12pp) [Warning: do not try printing in colour if you value your ink supply]
Full document (PDF 69pp)
An LSIS commissioned report from the RSA’s 2020 Public Service Hub, providing an independent perspective for the further education and skills sector on possible futures.
The report calls on the sector to take advantage of its new found freedoms by breaking away from a narrow ‘delivery of qualifications’ role to place more emphasis on citizen engagement, interaction with employers and civic leadership. For FE to be transformative in 2020, the report recommends that the FE sector follows five new directions:
- Incubate social value
- Network Local Growth
- Drive public service integration
- Re-set citizen engagement
- Create platforms for open learning
Executive summary (PDF 12pp) [Warning: do not try printing in colour if you value your ink supply]
Full document (PDF 69pp)
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