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.
Browsing All 153 Articles — Oldest First
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
Vocational Science -Endangered Provision?
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
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
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
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
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
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
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 –
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