Richard Evans is concerned about the quality of new maths teachers. A recent feature in the Observer (1) highlighted some of the consequences of the current recession namely the migration of people from the private sector in areas such as banking, IT, PR executives and journalism into teaching. 13,500 career changers have applied for teacher training programmes – this represents a 35% increase over the past year. Coupled with more applications from graduates this has made entering teaching a more competitive activity. So how does this increased flow of teachers align with the impending massive cuts in the public services?
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Institutional Self-Assessment
Institutional and departmental self-assessment will become increasingly important instruments in inspection systems operated by the Further Education Funding Council (FEFQ and the Training and Enterprise Councils (TECs). Their introduction is being primarily driven by the need to reduce costs associated with quality assurance. Post-16 institutions can currently be required to report to a number of external sponsors and over the past three to four years the cost of these, not only to the institution but to the sponsors, has become prohibitive. The FEFC has yet to publish the guidelines for self-assessment and these should be available during 1997. At present
Informal Vocational Education and Training
Article by Dr Richard Evans CGLI Learning occurs everywhere and at all times; people acquire new skills, knowledge and competences just by the virtue of their existence and experience e.g. it is truly inclusive. Learning can occur in a number of different ways largely determined by the context and resources available whether they are physical, human or financial. The OECD identifies three kinds of learning namely: formal, non-formal and informal. ‘Formal learning is always organised and structured and has learning objectives. From the learner’s standpoint, it is always intentional: e.g. the learner’s explicit objective is to gain knowledge, skills and/or
Hydrogen Fuel Cells
New forms of heat pumps and hydrogen heating are urgently needed to meet the 2050 zero carbon targets. Recent reports state that the country will not achieve its emission targets while continuing to use natural gas namely a fossil fuel for heating. A third of the countries greenhouse emissions emanate from central heating, Fuel cells are devices that convert chemical reactions into low-voltage DC electricity and heat. A fuel cell generates electricity through an electrochemical reaction, not combustion. In a fuel cell, hydrogen and oxygen are combined to generate electricity, heat, and water. Fuel cells are used today in a
Higher Level GNVQs
The first phase of consultation on Higher Levels of GNVQ has just finished, and follows on from the earlier consultation exercise into Higher Levels of NVQ awards. The extension of qualifications to the Higher Levels within these two areas will represent the completion of the two vocational frameworks. The consultations have raised important and fundamental questions, in particular, how the vocational frameworks will align with the academic framework. What will be the purpose of GNVQs in the Higher Education framework? The distinctions between academic and vocational frameworks continue to converge. Within Higher Education some awards are very much academic, e.g. a
Higher Education’s Hindrance of Schools and Colleges.
How many of the problems currently being experienced in British education should be blamed on the institutions within the higher education sector? They, after all, exercise a major influence on setting the agenda for the various examining bodies. Does this top-down approach cause the great loss of potential students? Even as the implications of the demographic decline materialise many institutions admissions tutors still worship at the GCE A level altar, only accepting novitiates who have pursued a content-led course. A number of institutions still view non-standard entry gates with suspicion, especially prospective students with vocational qualifications, such as National Awards
Higher Education –A Rite of Passage?
Has HE become the modern day equivalent of the “world tour” for the privileged classes, providing little value to its students, and leaving them seriously in debt. Dick Evans explores. The recent fiasco about the funding of Higher Education has again highlighted the Government’s lack of a long-term strategy on this sector of education. In spite of the financial difficulties faced by the universities they still continue to promulgate the 50% participation rate for under 30 year olds. Many commentators have argued strongly that the figure is highly questionable in the light of the other problems confronting HE. It is
HERE WE GO AGAIN!
Richard Evans is the Chairman of the CIPHE’s Education and Training Group. In this issue of ETM he reminisces on his own experience of the days of grammar schools and the 11+. Stepping back in time Following the announcement of the reintroduction of grammar schools, I thought a personal recollection of my experience of the 11+ and the selection system that resulted in the 1940/50/60s will highlight the real concerns I have on this divisive proposal. One of the many notable hypotheses made by Karl Popper was that we learn from our mistakes. He brilliantly expressed it as ‘a negative
GUIDANCE IN FURTHER EDUCATION
by Dick Evans, Principal, Stockport College of Further and Higher Education. Guidance must now be one of the most important processes in post-16 education and training. Following incorporation, colleges in the new FE sector must develop comprehensive and effective guidance systems in order to open up access, increase participation, improve retention and play a part in realising the National Education and Training Targets. For too long guidance has been treated as as a marginal bolt-on activity and must now be truly integrated into the whole range of provision of post-16 education and training. It must become central at entry, on-programme
Give Us a Chance
The Press should look at the facts behind the pilot General National Vocational Qualifications (GNVQs) before judging them, says Richard Evans. Yet again, the GNVQ awards are under the microscope. Almost daily the Press report in their usual sensationalizing fashion the growing pains of this important qualification with little attempt to provide a careful analysis of the background and context of the developments with the award. The importance of GNVQs surely merits a sensitive and well-informed analysis of the purpose of the qualifications by the tabloid and broadsheet Press; they owe it to the students, prospective students, parents and the