Why is there a lack of central funding for ...

enterprise education at Further Education Colleges?

an article by Brian Hardy (Newcastle University Business School, Newcastle-upon-Tyne) published in Research in Post-Compulsory Education Volume 15 Number 3 (September 2010)

Abstract
This paper reviews the reasons behind the absence of central-government funding for enterprise and innovation at further education colleges (FECs). Enterprise and innovation are, according to conventional wisdom, crucial in rebuilding the UK’s economy and providing jobs. In pursuit of this, the government has provided central funding for enterprise promotion and education for both universities and secondary schools, but not for FECs. The review starts by looking at recent government policy papers on enterprise and innovation, then briefly considers the current economic characteristics that lay behind the need for enterprise education and innovation. The efficacy of the current proposals is questioned, looking at the concepts concerning the type and level of intelligence entrepreneurs need, also touching on what types of innovations can be expected to increase employment. The paper concludes by asking if élitist or class bias plays a part in the exclusion of vocational education & training students at FECs from central funding for innovation and enterprise.

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Evaluation of Enterprise Education in England

a Research Report from the Department for Employment (formerly the Department for Children, Schools and Families (DFE-RR015)

The report:

• reviews the impact of the Enterprise Education programme in secondary schools in England, which aimed to help young people be creative and innovative


• presents a national picture of the range of Enterprise Education provision


• explores how schools are using the Enterprise Education funding, the value added to the experiences of pupils and the potential longer-term benefits for the economy


• outlines the policy context behind Enterprise Education


• considers the impact of Enterprise Education on:
  – the development of pupils’ skills and understanding
  – pupils’ aspirations, motivation and attendance
  – staff motivation and understanding, and
  – the enhancement of pupils’ knowledge and understanding of enterprise


• sets out the critical success factors in facilitating good enterprise provision, looking in particular at:
  – school culture
  – allocation of time and the curriculum, and
  – activities on the ground


• reviews the schools’ use of funding and the perceptions of the potential value of ring-fencing the School Development Grant
  

Access the full report (PDF 118pp)

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