Post-16 institutions currently offer a wide range of programmes of study for awards in science-specific and science-related areas. Examples of this provision are GCSE, A levels. General National Vocational Qualifications (GNVQs), occupationally specific National Vocational Qualifications (NVQs) and other vocational qualifications (VQs). Many FE colleges are now finding it difficult to maintain this range of provision, because of the high cost of delivery coupled with relatively low numbers of students enrolled on some of the programmes of study. This is particularly true for vocational provision. The recent tariff revision proposals, given in FEFC Circular 96/28, indicate that the tariffs are
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VIEWPOINT
“THE SANDS OF EDUCATIONAL RESEARCH ARE LITTERED WITH THE WHITE BONES OF WELL INTENTIONED ENDEAVOURS”. A Viewpoint. Paper presented at a conference. 1997. The recent announcement to scrap the White Paper on ‘Lifelong Learning’, to be replaced by a series of consultation papers shows the fragmented situation as far as the Government’s long term strategic vision for education is concerned. This White Paper was supposed to draw together and respond to a number of pre-existing initiatives and research, namely Higginson, Kennedy, Fryer and possibly Dearing. One could add to these the ideas of the Labour Party in opposition on the
Convergence v. Divergence
As colleges are required to make even further so-called efficiency gains, a classic contradiction and paradox is presented to colleges who are trying to manage the current situation. Institutions are now expected to deal with a very harsh and steep reduction in their resources from the Funding Council, just at the time when we are beginning to open up access and attempt to increase participation of the new learners of the future. We are therefore confronted with two opposite and in many cases opposing forces arising from convergence of funding and the divergence arising from the increasingly diverse learner populations.
Time for a Re-Think.
With concerns over society’s numeracy levels and the advent of new technology, Dick Evans calls for a major, wide-ranging inquiry into maths education. Recently, a number of reports have highlighted the continuing concern about mathematics education and the problems associated with the level of numeracy in school leavers and in members of society in general. Ongoing concern is voiced by employers and educationalists from all the sectors. Many reports, over many decades, have mapped out the possible causes and made innumerable recommendations to improve the situation. Sadly, in spite of all these laudable endeavours, nothing has happened and the concerns
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
Qualifying Britain
With the Dearing review complete, Dick Evans takes a fresh look at Britain’s post-16 education provision. The pervading culture of the free market has a range of consequences to society, some of which are beneficial, while others are destructive and confusing. The effects of the global economy, greatly assisted by the information revolution and the growing influence of multinational companies, now raise fundamental questions about the validity of the traditional paradigms of the nation’s political systems. These transformations are, quite rightly, influencing the way education and training are delivered. Life-long learning must now be for all with the ever-accelerating need
Sink or swim
Dick Evans fears that FE could become a lost continent drowned by competition. One of the inevitable consequences of subjecting education and training to an open and free market is to create a competitive climate, which becomes counter productive. If the market approach is operated in an extreme form, as it is sadly now, with uncontrolled deregulation, the resultant cut-throat competition between the institutions and sectors will fail to rectify many of the problems confronting education and training in this country. Couple this with the absence of any long-term strategic framework for education and training, and the consequences are indeed
Cutting Remarks
The long-term should be taken into account before singing the praises of downsizing, writes Richard Evans. Recent articles in the education Press indicate that 1996 is to be the year for cuts in staffing in the Further Education sector following the issuing of 188 notices. Announcements in last year’s budget will sadly mean that schools and universities will also be making staff redundant. Following on from the previous two years, Further Education is again being subjected to totally unacceptable levels of cuts, dressed up by the Government and the funding councils as necessary and attainable efficiency gains. The FE sector is
Science Struggles as a Sustainable Symbol of Survival.
Science education post-16 is facing major threats, particularly vocational science in further education. University science faculties struggle each year to hit targets. They are increasingly lowering their entry requirements and poaching students already enrolled for college higher national diplomas. Reasons for the threats include the continued hostility to science and technology, particularly the vocational awards, despite a world increasingly oriented towards science and technology. If Britain is to survive as a global economy and deal with changes from the information revolution, we need more employees highly qualified in science and technology and more basic scientific literacy among the general public.
A Fair Approach to Recruitment.
College recruitment should take into account the needs of students, not just the colleges’ own reputation, writes Richard Evans. Recent coverage, both in the tabloid and broad sheet Press has highlighted the current concerns about the ethics and morality of some of the techniques being introduced by a few colleges in recruiting students. Massive amounts of money relative to the overall college budget are now being spent in some colleges on publicity and incentives for prospective students. These incentives take the form either of financial or other inviting bounties. These activities most certainly raise serious and fundamental questions about the