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

The Sigmoid Curve.

Richard Evans applies tool to colleges. Reading Charles Handy’s excellent book ‘The Empty Raincoat’, I reflected on the application of the Sigmoid curve for college managers (see below) The symbol is a powerful one, and as Handy states, it possesses almost infinite universality of application. Obviously one can imagine a single curve which can represent the institution’s life and a particular point can denote its current health, but practically each element within the institution can be mapped to its contours. Other curves could locate the general effectiveness of, say, an indi-vidual member of staff or a group of staff in

FE: Further Thoughts.

Colleges’ priorities are not what they used to be. Richard Evans finds his unhappy predictions for the sector have come true. I have previously written about some of my views and concerns about the future of the FE sector. It gives me little satisfaction that many of the potential problems and concerns identified are now all too evident. One issue that merits investigation is the analysis of the cost of all the increased marketing, publicity and incentives that have been introduced since incorporation and the number of new students from previously nonparticipating groups that have been recruited into the sector.

The Invasion of the Management Gurus

We live in the age of management gurus and all the theories that flow from them. Many of the ideas and theories being foisted on colleges are transient and of dubious value and yet this country seems to be increasingly obsessed with them. The latest one is PFI — the Private Finance Initiative which aims to get industry to invest in college buildings and services. I get a letter a day from gurus and consultants promising to take the load off my mind. I already have a file of 40 to 45 letters from firms offering PFI services. I fear

College Learning Resources -Are They Really Worth It?

Learning Resources Development Group (LRDG).1995. Transcript of talk given in September 1994. by Dr Richard Evans, Principal, Stockport College of Further & Higher Education The immediate answer to this question is an emphatic yes! College libraries and learning support services and their staff must now be at the hub of any learning institution. Their capability and importance cannot be questioned. The reasons for their importance include the continuing move to: Learner centredness for the more diverse student population of the future. Curriculum frameworks. New technologies. Resource management for the benefit of learners financial physical human All these elements must be

THE FUTURE OF MANUFACTURING

Under the intriguing title ‘Let’s hear it for manufacturing and construction’, Dr R.G. Evans, Principal, Stockport College of Further & Higher Education, has submitted the following interesting contribution. Introduction We live in an interesting world at present, full of contradictory and paradoxical policies, whether these be financial or political, where this country still lacks a definitive and clearly articulated long-term strategic framework for post-16 education and training. There is still uncertainty about the future of manufacturing in this country, and how this country can improve its performance and competitiveness within the global economy. One classic example is the future shape

The Engineering Team

Dick Evans discusses the importance of colleges of further and higher education in maintaining the quality of the UK’s engineering workforce. It’s all been said before, but here is my version. Many of my statements will be massively generalised and simplistic but they are made to provoke debate and discussion. Numerous reports over many decades have attempted to tackle the ineffective state of education and training and our track-record in this area compared with our major competitors. The majority of these reports focus on particular stages of education and training, e.g. secondary, technical and higher education. Very few attempted to

Mission Possible

The positive attitudes and emotions of staff are vital to the success of FE organisational statements, writes Richard Evans Organizational statements, often grandiosely called missions and visions, abound these days. Colleges are no exception to this trend. Each wants to broadcast its purpose to potential students and employers by way of a snappy, eye-catching statement or ‘artefact’. By an artefact I mean something expressed in words and made public, or indeed accountable. However, we need to reflect on what these artefacts really mean to the staff, students and all the other users of the organization. The trouble with such statements is

The Darwinian Paradox

One of the more acceptable and helpful tenets of good management theory is that managers should adopt a reflective stance. Continuous, systematic and careful reviews of the processes and outcomes of the business are, indeed, an invaluable and essential aid to the effective manager. The Further Education (FE) sector, as all the educational sectors, has much to reflect on at present. The parenthesis model of management has never been more valid. As you will remember, the parenthesis model challenges the whole of the existing thinking on organizational theory. It identifies a new type of person, namely, the parenthetical person, one who

Libraries and Learning

Richard Evans looks at the college library of the future What should the library of the future look like in the further education sector? An important question that needs to be asked and answered by staff in the institutions within the new sector. The sector has at long last been recognised by the Government and has been required to expand its student numbers by 25 per cent over the next three years with 16 per cent additional resources over that period. It will play a significant role in achieving the National Education and Training Targets (NETTS) which set out the