Challenges to addressing student mental health in embedded counselling services: a survey of UK higher and further education institutions

an article by Emma Broglia, Abigail Millings and Michael Barkham (University of Sheffield, UK) published in British Journal of Guidance & Counselling Volume 46 Issue 4 (2018)

Abstract

With reports continually demonstrating increased demand and severity of student mental health needs, it is important to gain a fuller understanding of the impact on embedded student counselling services.

The aims of this research were to identify

1. service similarities,
2. factors which impact on services,
3. characteristics of service users, and
4. the use of therapeutic technology (e.g. online self-help).

An online survey was completed by 113 heads of UK student counselling services across Higher Education (HE), Further Education (FE), and Sixth Form Colleges (SFCs), to capture service data from the academic year 2013/14. Students predominantly received high-intensity support (e.g. counselling) and referrals increased over 3 years.

Challenges to embedded counselling services and their implications for development are discussed.

Full text (PDF 15pp)

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Redundancy threats stalk northern colleges

an article from UNISON: the public service union

FE colleges in northern England announce plans for hundreds of job losses

The country’s ability to deliver “a world class skills and technical education” is under threat, as further education colleges are announcing hundreds of planned redundancies.

Hull College announced this week that it is seeking the equivalent of 231 full-time redundancies. It currently employs 1,044 people – many of them part-time – in the equivalent of 789 full-time jobs on three campuses in Hull, Goole and Harrogate.

And for those whose jobs survive the proposed 30% cut, management is seeking dismissal and re-engagement on worse terms and conditions.

Also this week, Kirklees College, based in Dewsbury and Huddersfield in West Yorkshire, announced plans to cut 67 jobs with a formal 90-day notice under section 188 of the Trade Union and Labour Relations Act (TULRA).

Continue reading

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An investigation into the prevalence of cyberbullying among students aged 16–19 in post-compulsory education

an article by Dean West (Centre for Education Studies, The University of Warwick, Coventry, UK) published in Research in Post-Compulsory Education Volume 20 Issue 1 (March 2015)

Abstract

Young people in society are able to use information and communication technology with ease and exploit the opportunities and benefits of social interaction that has become ingrained in their daily routines. However, as the use of technology has risen, so too has its misuse to harm others.

The phenomena of bullying and, more recently, cyberbullying, continue to be of interest to scholars, practitioners and policy makers. To date, the vast majority of research into bullying and cyberbullying has been contained to compulsory education contexts, leaving a dearth of literature in post-compulsory education.

The present study explores cyberbullying in the context of post-16 education in England and reports prevalence levels of perpetration and victimisation. The data presented are part of a larger research project that considers other aspects of cyberbullying such as reasons for cyberbullying, groups disproportionately involved in cyberbullying and the impact that cyberbullying has on feelings, learning and social integration.

The results of some of these areas are outlined briefly and do not feature as the focus of this article due to word limits. Previous research on cyberbullying is considered, including a brief outline of key concepts such as the definition and criteria of bullying and cyberbullying.

An online questionnaire was used to collect data from 5,690 students from 41 colleges. The results show that 7.9% of those aged 16–19 who study in colleges in England reported being victims of cyberbullying and 1.9% admitted cyberbullying others.

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Where next for post 19 vocational education and training?

via UKCES (UK Commission for Employment and Skills) and Department for Business, Innovation & Skills

In our latest guest blog, Professor Ewart Keep, Director of Oxford University’s Centre on Skills, Knowledge & Organisational Performance discusses the key points from his latest UKCES Masterclass on the future of vocational education and training.

You can watch the session in full on our Youtube channel, and find more information on past and future UKCES Masterclasses on our website.

Post-19 vocational education and training (VET) is a foggy old issue, but certainly a pertinent one. It’s also one to which clarity has not been brought by an undulating policy landscape. The first step to clearing the clouds then is identifying the problems – something I aimed to do at the latest UKCES Masterclass session, asking “Where next for post-19 VET?”.

There is now a (largely-unacknowledged) underlying crisis regarding concerning the basic aims and function of skills policy at government level in England. Over the last 30 years or so, the implicit assumption developed that policy’s function was to deliver ‘world class skills’ as measured by various international benchmarking exercises, such as the OECD’s PISA and PIAAC surveys, and the Leitch Review of Skills’ league tables of qualification stocks.

Continue reading the blog

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Securing independent careers guidance: Information for further education colleges on the new requirement to provide students with independent careers guidance

Department for Education and Department for Business, Innovation & Skills guidance (DFE-00080-2013) for further education colleges

Detail (from press release)

Following a public consultation in 2012 on extending access to careers guidance, all further education (FE) colleges and sixth-form colleges will be subject to a new requirement to provide access to independent careers guidance from September 2013. This is being introduced alongside an extension of the age range of the existing careers duty on schools to years 8 to 13 and will form part of FE college and sixth-form college funding agreements.

This document offers guidance that your college may wish to draw on when interpreting the new requirement and deciding on the most appropriate forms of independent and impartial careers guidance and other kinds of careers support for your students.

Full text (PDF 14pp)

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EFA's Peter Lauener: the impact of new funding for 16-19 year olds

FE News chats with Peter Lauener, chief executive of the Education Funding Agency (EFA), about changes to 16-19 year old funding programmes.

Peter explains that, following on from the Wolf review, the funding of 16-19 year olds is changing from a focus on qualifications to students. This is now being rolled out by the EFA, and the allocations have also been issued for the coming academic year (2013/14) to schools, colleges and providers.

Click on the video below to hear what Peter has to say:

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Exploratory investigation of drivers of attainment in ethnic minority adult learners

an article by Lara A. Frumkin and Maria Koutsoubou (University of East London, London, UK) published in Journal of Further and Higher Education Volume 37 Number 2 (March 2013)

Abstract

There is evidence that ethnic minority learners in further education in England either under-achieve or are under-represented because they face various inhibitors connected to their ethnicity. Motivators may be in place, however, which increase attainment specifically for some ethnic groups.

This exploratory study intends to examine what works and what does not among South Asian (Pakistani and Bangladeshi heritage) females and black male adult learners in FE.

A mixed-method study was carried out using questionnaires and focus groups with 68 ethnic minority students in three further education colleges in England.

The combination of the results showed that being a member of a minority culture and/or religion may increase feelings of isolation in academic settings; teaching staff who are knowledgeable about the student’s culture increase feelings of inclusion; and role models are crucially important.

Results are discussed in light of British data of school experiences of ethnic minority learners.

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HE lite: exploring the problematic position of HE in FECs

an article by Rob Creasy (York St John University, UK) published in Journal of Further and Higher Education Volume 37 Number 1 (January 2013)

Abstract

Higher education in further education colleges has a long history and has expanded in recent years. However, higher education in further education colleges is often treated as being unproblematic.

This paper rejects the argument that higher education is simply a level of study, noting that it is a contested concept. As such, the paper seeks to establish a robust definition of just what higher education is.

It recognises that the higher education sector is characterised by diversity but argues that, in spite of the differences that exist between higher education institutions, there are certain issues relating to the further education sector that mean that higher education in further education colleges is likely to differ from that in higher education institutions.

The paper considers that New Public Management reinforces these differences and, when taken alongside recruitment problems within the further education sector, questions whether or not the development of higher education in further education colleges should be welcomed.

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Intellectually capable but socially excluded? A review of the literature and research on students with autism in further education

an article by Nick Chown (Independent Scholar, Market Harborough, UK) and Nick Beavan (Independent Scholar, Wolverhampton, UK) published in Journal of Further and Higher Education Volume 36 Number 4 (November 2012)

Abstract

As autism is a social learning disability it is a disadvantage in any social setting such as a classroom.

The 1990s saw a surge of young people diagnosed with autism who are now approaching college age; indeed there is evidence that students with autism are becoming a significant cohort in further education.

However, anecdotal evidence suggests that such students are often the subject of substantial barriers due to a general lack of awareness and understanding of autism, and its educational implications.

We report here the results of our review – for the Dudley College – of literature and research relating to autism in further education.

After setting the scene, we highlight key research findings and guidance from the literature on how to break down barriers.

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So tell me what you want: a comparison of FE college and other post-16 students’ aspirations

an article by Jo-Anne Baird (University of Oxford, UK), Jo Rose (University of Bristol, UK) and Alison McWhirter (Institute of Education, London, UK) published in  Research in Post-Compulsory Education Volume 17 Issue 3 (September 2012)

Abstract

This study compares the aspirations of students in further education (FE) colleges and non-FE post-compulsory settings.

Within the context of a survey about their education, 928 students across 26 institutions were asked what their ‘hopes, goals and plans’ were, with space for five open responses.

Coding of responses was based upon self-determination theory. Career aspirations were most frequently mentioned, followed by educational aspirations (approximately one quarter of responses for each).

Students from FE settings mentioned career aspirations more frequently and educational aspirations less frequently than students in non-FE settings.

Aspirations such as personal happiness and life satisfaction were also mentioned by students.

The need for FE colleges to support students in developing high aspirations was highlighted. Furthermore, a wider framework of student aspiration for use in both research and educational practice is needed.

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‘The odd couple’: an FE educator’s perspective of the management of behaviour of ‘special needs’ learners in the Lifelong Learning Sector

an article by Lydia Spenceley (Co-ordinator for Teacher Education Programmes, Grantham College, UK) published in Research in Post-Compulsory Education Volume 17 Issue 3 (September 2012)

Abstract

The term ‘Special Needs’ is one which is poorly defined in general and particularly nuanced in the Lifelong Learning Sector, where its meaning has been extended to incorporate economic and social needs in addition to the more ‘traditional’ interpretation of the term.

Although the sector apparently operates inclusively, welcoming learners with special needs, there are differences in the management of the behaviour and relationships of students, which are arguably generated by the varying definitions applied to the type and level of the challenges they face.

This paper explores these differences by examining them from the philosophical standpoints of Bourdieu and Foucault.

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Spoilt for choice, spoilt by choice: Long-term consequences of limitations imposed by social background

an article by Vicky Duckworth and Matthew Cochrane (Edge Hill University, Ormskirk) published in Education + Training Volume 54 Issue 7 (2012)

Abstract

Purpose
The purpose of this paper is to explore the choices learners have in steering their way through the educational system in the UK.
Design/methodology/approach
The paper draws on data from two studies, one conducted in a state secondary school and the other in a Further Education College, both based in the north-west of England. Both used interviews (either individual or focus-group) to collect data, which were then analysed using a grounded approach.
Findings
In linking the two studies the authors highlight how the impact of symbolic violence and the relations between groups and classes at school continue into the “choices” the learners make during adulthood and also into the learner’s working life, and that these “choices” are often a large-scale consequence of many “micro-choices” arising from day-to-day situations. The acts of symbolic violence described in the college group are not of themselves very different from those described by the school group, though the consequences for the school group cannot yet be known.
Research limitations/implications
The participants in the two groups are unconnected in that they attend different institutions and are at very different stages of their education. However the authors contend that there is a connection in terms of the participants’ experience of symbolic violence.
Originality/value
The paper draws attention to the existence of symbolic violence in everyday school life, and highlights how these instances can have significant impact.

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Potential Realised or Same Old Cinderella?

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)

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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.

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Workplace stress in libraries: a case study

an article by Liz Farler (Coleg Sir Gar, Ammanford) and Judith Broady-Preston (Department of Information Studies, Aberystwyth University) published in Aslib Proceedings Volume 64 Issue 3 (2012)

Abstract

Purpose
This paper seeks to analyse the results of a case study conducted in 2008/2009 investigating workplace stress in a further education college library service.
Design/methodology/approach
Results from questionnaires and a series of semi-structured interviews held with library staff are analysed and discussed in the paper.
Findings
Librarians reported that interaction with students can be stressful or enjoyable, depending on context. The need to control noise levels, modify student behaviour and balance the needs of different user groups are cited as stressors. The results also show that the library staff exhibit a degree of humour and self-awareness in their work and employ a range of methods to cope with stress.
Research limitations/implications
Repeating the study more widely amongst a range of differing library services would add credibility to the findings.
Practical implications
This study shows that positive stress may motivate librarians to engage actively with students and thus create job satisfaction. Negative stress may be managed by measures such as zoning and flexible governance.
Originality/value
The study contributes to knowledge and understanding of stress in the library profession by contributing a case study of stress in the college sector.

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National Careers Service: Course Directory

Paragraph 17 of the Skills Funding Agency’s Update Issue 100 (21 March 2012) provides some basic information as follows:

As communicated in Update 98, the National Careers Service will be launched in April 2012. The new website will offer an improved course search facility, with many new features that have been introduced as a result of customer feedback.
Please remember that it is a condition of funding that you ensure that your information is up to date on the Course Directory Provider Portal. [Available only to providers to view]

To improve data quality, so that advisers and customers can find the courses that they are looking for, and to ensure that the information we give them is accurate and comprehensive, please refer to the top tips [NB: You can view these] in the portal.

[I'd be happier with something a good deal more concrete than "description … what you would be happy to include in a prospectus" etc.
Reminder to self: look out "Standards for Data Input on Central Information Database" (title is sort-of right but I know it's not actually that).]

For any related queries or assistance, please contact The Data Service’s Service Desk [email link only].

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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:

• Incubate social value
• Network Local Growth
• Drive public service integration
• Re-set citizen engagement
• Create platforms for open learning

The 2020PSH is a research and policy development hub created from the legacy of the 2020 Public Services Trust. It specialises in developing practice-based research on social productivity in public services, and is based at the RSA. For more information, please see http://www.2020psh.org

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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JANET boosts education network speed to 100Gbps

Antony Savvas, writing for PC Advisor, tells us that:

The Verizon network overhaul will allow greater collaboration between academic institutions. Jeremy Sharp, head of JANET (UK)’s strategic technologies division, said, ldquo;We are widely recognised as having a critical role to play in the UK's future economic prosperity.
At a time when research and education is being asked to do more with less, this is a great example of how technology can not only be innovative, but also power innovation.“

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Live and Learn

an article in The New Yorker by Louis Menand subtitled “Why we have college”

I had thought to put this with the other non-work-related stuff in my irregular trivia series but then realised that

1. it is most definitely work, and
2. it is one of the best analyses of “why go on learning after school” that I have ever read.

It certainly deserves to be more widely read in the UK so please pass it on.

Read, learn and inwardly digest all six pages of it!

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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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