Dick Evans argues for living with uncertainty as less stressful and more realistic There is a quotation that goes as follows: “You cannot predict the future, but at least you can plan for it”. However, in the current climate of the free market and increasing deregulation, even the second statement is now highly questionable in education particularly in the FE sector. Continual changes in Government policy, many of which are contradictory, make it almost impossible for colleges to plan their futures. It is practically impossible to plan other than for a very short period because of all the uncertainties associated
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The Value of Higher National Certificates
The Higher National Certificate (HNC) is an incredibly valuable award for people who are operating as technicians within industry. It was, and continues to be, an important award, particularly in the areas of science and science-related disciplines. It has always been very greatly valued by employers who have sponsored their employees to gain this qualification, possibly as an award in itself or in terms of progression on to a part-time degree orformembership of a professional body. However, over the past few years, colleges have witnessed dramatic declines in the enrolment of students on HNC awards, following the change of recruiting
Science and Policy Making.
Following a recent fascinating lecture organised by the Foundation of Science and Technology (Royal Society) on ‘Science and Policy’, I reflected on the possible implications for scientists as policy makers and/or socio-political influences and the resultant responsibilities of educational provides, whether in schools, colleges or universities. The role and influence of scientists in formulating national policy has never been more important. The scientific dimension is but one of a number of a wider range of complex and interacting dimensions associated with the social/political/ financial domain. With the increasing concerns about the long-term consequences of scientific and technological developments on the
Working Away
Dick Evans, Principal of Stockport College of F&HE, considers Curriculum 2000, NVQs and realistic working , environments (RWEs). The Qualifications and Curriculum Authority (QCA) are currently preparing the specifications for the qualifications and awards that will attach to the new proposed national curriculum framework. This is increasingly being referred to as Curriculum 2000 (C2k). The framework will be established from September 2000 and one of the new pieces of jargon is associated with the word ‘specifications’, previously known as syllabuses. ‘Specifications’ will recognise the necessary knowledge, skills, understanding and competence that will be assessed for the purpose of awarding a
Science education and museums
Sadly, colleges and universities have not fully appreciated the massive wealth that is contained within many museums around the country. Science and technology are particularly well catered for, not only in the traditional museums, but also in more specialist facilities like those available in London, Liverpool, Runcorn, Manchester and Bristol, as well as in a number of science exploratory centres around the country. Other possibilities exist too. Colleges could establish stronger links with the multitude of scientific associations, clubs and groups that are active throughout the UK. A recent report from the Department of National Heritage, “A Common Wealth –
WHENCE THE SKILLED TECHNICIAN?
On 23 April 1996 the Foundation held a lecture and dinner discussion under the title “Whence the Skilled Technician?” The Lord Butterworth CBE DL was in the chair and the evening was sponsored by the Engineering Council and the Engineering Training Authority. The speakers were Mr John Spensley, operations manager, Graseby’s pic, Mr Victor Lucas, senior inspector (Engineering), FEFC and Dr R.G. Evans, Principal, Stockport College of Further Education and Higher Education. Summary of talk by Dr Evans who said there was still no long-term strategic framework for education and training in the country. The need for an urgent review
What Price Institutional Solvency
The continued operation of the ‘free market’ precipitates a whole series of paradoxes to companies and organisations. Employers, both in the private and public sector, struggle to cope with increasing competition and continuing cuts and Government requirements to make ‘efficiency gains’. As staffing levels continue to be reduced, they are finding it increasingly difficult to maintain the quality of their products and services. This is most certainly true of organisations such as the prison service, probation, health, social services and education. One accepts that a great many manufacturing industries have witnessed significant cutbacks, yet they have managed to increase productivity
Managing and Creating Quality in Colleges
Dick Evans The first question to address is ‘What is quality in the context of education and training?’ Quality, after all, is subjective and it is an individual’s perception of a particular product or service and this in turn is influenced by what they experience and what they think. People may not agree on what constitutes quality, but they have a common idea of what it involves. It is about values and these critically depend on a wide range of factors that operate at particular times for that individual. Education is also concerned with a complex blend of production and
Managing Supply and Demand
In this article Dr Dick Evans Principal of Stockport College further develops his arguments in favour of major research into major skill needs in the UK. In order for this country to compete in the global economies it must, once and for all, develop long term strategies for education and training, including the essential need for lifelong learning. The country must more fully recognise the consequences of the various transformations that are occurring at an ever accelerating rate in employment and in society in general. This certainly will require a fundamental and comprehensive reappraisal and redefinition of education and training
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