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
Browsing All 153 Articles — Oldest First
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
Strategic Plans — What Value?
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
Models of Quality Assurance
The Business Excellence Model (BEM) and FEFC Inspection ace considered by Dick Evans, Principal of Stockport College and Education Consultant Jenny Cronin. Colleges have been required to respond to a multitude of quality assurance interventions. The FEFC, HEFCE, TQASM, Common Accord (CA), etc have consumed an immense amount of valuable and increasingly limited resources and involved a great deal of replication of effort. In a time of diminishing resources and following questions about the cost benefit of these quality interventions, many of the frameworks are beginning to converge in terms of methodology and intended effect. One of the main vehicles
The Moment of Truth
Education consultant Jenny Cronin and Dick Evans, Principal of Stockport College, attempt to explore what the ‘Moment of Truth’(MoT) is and where it occurs in the education and the business worlds. In the world of quality assurance (QA), dominated by jargon, a particular expression is being increasingly adopted, the Moment of Truth (MoT). It sits comfortably alongside other helpful and generally accepted phrases, for example, ‘right first time’. MOT is an example of a piece of jargon that does serve us well, in that it triggers fundamental and essential questions and precipitates meaningful reflections on the issues of processes operated
The Challenges of The New Deal – 18 to 24 Element
The Government, before they were elected, stated clearly that one of their flagships was The New Deal (ND) for young people and long-term unemployed people. Now they are elected, the initiative is very live and real. The New Deal will have major implications for these individuals but also for the partners who will be needed to make it a success and colleges of further education are most certainly going to be a major player in the delivery of this initiative. So what is The New Deal? The basic proposals are as follows: New Deal: will help young people aged 18-24
The Learning College
Colleges and other institutions of learning are not necessarily ‘learning organisations’. Dick Evans explains. In the 1980s, many businesses began to move towards becoming ‘learning organisations’. Interestingly, institutions of learning, colleges, universities, and training providers, which should perhaps have been in the vanguard, are only now beginning to follow suit. The development of the learning organisation idea is founded on the assumption that learning pays, not just for the individual but also for the organisations to which they belong. Even though the development of the learning organisation concept has been occurring over the last two decades, its definition and operation
Learning Organisations
In the 2nd of a two part article, Dick Evans of Stockport College looks at products, services and environment. Part 1 of this article – The Learning College – last month (September 1998) began to explore the concept of the Learning Or ganisation and focused on the value associated with ‘people’. A number of pitfalls and difficulties were highlighted and it was pointed out that these are present in all areas of employment and are not exclusive to education. Part 2 focuses on the other two chosen values, namely ‘services and products’ and ‘environment’. The emphasis will again be on
Establishing a Culture of College Research
Dr R G Evans, of Stockport College, outlines the range of research being carried out in colleges today College Research quite rightly advocates a strong and effective culture of research in FE colleges and the sector. There needs to be a central focus for research and development in a college to share and use findings and developments across the institution and, in some cases, to disseminate findings throughout the sector. The publication College Research is an ideal vehicle for such dissemination. To create such a culture, a college needs a comprehensive research policy and money from the college’s budget. Colleges
Educating the Energy Technician
Dick Evans, Principal, Stockport College of Further & Higher Education. Over the past five to ten years, the further education sector has seen a serious and steep decline in enrolments in vocational science, engineering and construction. The reasons for this decline are multidimensional and reflect the major transformations that have occurred, not only in the world of work but also within the workings of the global economy. The long and deep recession in construction and engineering has seriously impacted on the number of students studying these subjects in further education. As companies have downsized and outsourced their services, fewer staff