open university press teaching and training in post-compulsory education dec 2007

Teaching and Training in Post-Compulsory Education Teaching and Training in Post-Compulsory Education Teaching and Training in Post-Compulsory Education THIRD EDITION THIRD EDITION Andy Armitage Robin Bryant Richard Dunnill Karen Flanagan Dennis Hayes Alan Hudson Janis Kent Shirley Lawes Mandy Renwick Armitage, Bryant, Dunnill, Flanagan, Hayes, Hudson, Kent, Lawes, Renwick Andy Armitage is Head of the Department of Post-Compulsory Education, Canterbury Christ Church University, UK. Robin Bryant is Head of the Department of Crime and Policing Studies, Canterbury Christ Church University, UK. Richard Dunnill is Head of Education, Institute for Education Policy Research, Staffordshire University, UK. Karen Flanagan is Senior Lecturer in Post-Compulsory Education, Canterbury Christ Church University, UK. Dennis Hayes is Head of the Centre for Professional Learning, Canterbury Christ Church University, UK. Alan Hudson is Director, Leadership Programme for China, University of Oxford, UK. Janis Kent is Curriculum Manager for Professional Studies and Learning Resources, Orpington College, UK. Shirley Lawes is Subject Leader, Modern Foreign Languages, University of London, Institute of Education, UK. Mandy Renwick is Lecturer in the School of Education at the University of Wales Institute, Cardiff, UK. TEACHING AND TRAINING IN POST-COMPULSORY EDUCATION Third Edition Review of the second edition: " clearly written, well organised, easy to use, practical and accessible for both new and continuing teachers. " The Lecturer The third edition of this bestselling text examines the breadth of post-compulsory education (PCE) from Adult and Further Education through to training in private and public industry and commerce. Revised and updated throughout to include recent initiatives and developments in the field, it is the definitive textbook on learning, teaching, resources, course planning and assessment in all areas of PCE. The authors examine key areas in post-compulsory education through topical discussion, practical exercises, theory, reading, analysis, information, and examples of student work. Popular features of the previous edition such as the chronology of PCE have been retained and fully updated. New features include: • The new framework for teacher training, including the new Lifelong Learning UK professional standards, CPD provision, mentoring and subject coaching • The revised 14-19 agenda and the developments involved, including specialised diplomas, functional skills, personalised learning and thinking skills, changes to GCSE and A Levels, work related learning • Developments in information and learning technology, particularly electronic teaching and learning resources Teaching and training 3ed rev:Teaching and training 3ed rev 11/9/07 12:54 Page 1 Teaching and Training in Post-Compulsory Education Third edition Teaching and Training in Post-Compulsory Education Third edition Andy Armitage, Robin Bryant, Richard Dunnill, Karen Flanagan, Dennis Hayes, Alan Hudson, Janis Kent, Shirley Lawes and Mandy Renwick Open University Press McGraw-Hill Education McGraw-Hill House Shoppenhangers Road Maidenhead Berkshire England SL6 2QL email: enquiries@openup.co.uk world wide web: www.openup.co.uk and Two Penn Plaza New York, NY 10121–2289, USA First edition published 1999 First published in the third edition 2007 Copyright © The Authors 2007 All rights reserved. Except for the quotation of short passages for the purposes of criticism and review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher or a licence from the Copyright Licensing Agency Limited. Details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Ltd of Saffron House, 6–10 Kirby Street, London, EC1N 8TS. A catalogue record of this book is available from the British Library ISBN10: 0 335 22267 6 (pb) 0 335 22268 4 (hb) ISBN13: 978 0 335 22267 4 (pb) 978 0 335 22268 1 (hb) Library of Congress Cataloging-in-Publication Data CIP data has been applied for Typeset by RefineCatch Limited, Bungay, Suffolk Printed in Poland by OZGraf S.A. www.polskabook.pl Contents Acknowledgements vii Abbreviations viii INTRODUCTION 1 1 Working in post-compulsory education 4 What is Chapter 1 about? 4 Contested concepts of professionalism in PCE 5 Three educational thinkers 15 The ‘triumph’ of vocationalism 22 2 The lifelong learning teacher: learning and developing 33 What is Chapter 2 about? 33 Teacher learning and development 34 Continuing professional development 36 Initiatives supporting CPD 37 Strategies for CPD 41 3 Student learning in post-compulsory education 60 What is Chapter 3 about? 60 Factors affecting student learning 61 Learning theories 71 Effective learning 77 Learner autonomy 82 4 Teaching and the management of learning 88 What is Chapter 4 about? 88 The planning process 89 Managing the learning environment 98 5 Resources for teaching and learning 108 What is Chapter 5 about? 108 What is a learning resource? 109 The effective use of learning resources 111 The organization of learning resources 113 Audio-visual learning resources 114 IT learning resources 121 The production of learning resources 132 Open and flexible learning 133 6 Assessment 143 What is Chapter 6 about? 143 Assessment: ourselves and our students 144 Referencing 147 Assessment techniques 149 Evidence-based assessment 152 Assessment for learning 164 Reviewing, recording and reporting achievement 167 7 Exploring the curriculum 178 What is Chapter 7 about? 178 What is the curriculum? 178 What are the key features of our courses? 184 What ideologies (values, assumptions and purposes) underpin our courses? 190 The 14–19 reforms 195 Where do you stand so far? 206 8 Course design, development and evaluation 211 What is Chapter 8 about? 211 Designing and developing your course 211 Evaluating your course 224 Scrutinizing your course 230 9 Developments in post-compulsory education 242 What is Chapter 9 about? 242 The purpose of the chronology 244 A chronology of post-compulsory education 245 A note on comparative chronologies 269 Bibliography 274 Index 287 vi CONTENTS Acknowledgements The authors and publisher are grateful to the following: Lifelong Learning UK for its cooperation in the use of the new professional standards in relation to each chapter (although the selection of these standards was made by the authors); Nathan Wells of Orpington College for the lesson plan and evaluation in Chapter 2; Mary Garland, Canterbury Christ Church University PGCE (Post-Compulsory) student, for the extract from her reflective journal in Chapter 2; Katrina McIntyre and Maria Gurrin of Sheppey College for the Temporary Record of Practical Assessment in Chapter 6; Anita Goymer of Sheppey College for the Working With Others and ILP/Tutorial Record Sheet pro-formas in Chapter 6; the Assessment and Qualifications Alliance for permission to reproduce material from Teachers’ Guide to GCSE AS and A Health and Social Care in Chapter 6. The publisher is very grateful to the following universities for permission to reproduce photographs on the cover: UCE Birmingham, University of Brighton, Bristol UWE and Loughborough University. In addition, the authors would like to thank our colleagues at Canterbury Christ Church University and our colleagues and many students throughout the Canterbury Christ Church University Certificate in Education (Post-Compulsory) Consortium, without whose practice and experience this book would not have been possible. Although this book has been a joint venture by the central team of the Canterbury Christ Church University College Department of Post-Compulsory Education and associated colleagues, individuals took responsibility for the following: Andy Armitage for overall editorial control and Chapter 6; Robin Bryant and Karen Flanagan for Chapter 5; Richard Dunnill for Chapters 7 and 8; Dennis Hayes for Chapter 1; Dennis Hayes and Alan Hudson for Chapter 9; Andy Armitage and Janis Kent for Chapter 2; Shirley Lawes for Chapter 3; and Mandy Renwick for Chapter 4. Abbreviations ACL Adult and Community Learning AE adult education ALI Adult Learning Inspectorate AoC Association of Colleges AP(E)L Accreditation of prior (experiential) learning AQA Assessment and Qualifications Alliance AUT Association of University Teachers AVCE Advanced Vocational Certificate of Education BEC Business Education Council BTEC Business and Technology Education Council C&G City & Guilds CAL computer-aided learning CAT college of advanced technology CBET competence-based education and training CBI Confederation of British Industry CBL computer-based learning CEF Colleges’ Employers’ Forum CEL Centre for Excellence in Leadership CETT Centre for Excellence in Teacher Training CGLI City & Guilds London Institute CLA Copyright Licensing Authority CNAA Council for National Academic Awards CPD continuing professional development CPVE Certificate of Pre-vocational Education CSE Certificate of Secondary Education CSJ Commission on Social Justice DCSF Department for Children, Schools and Families DDP 14–19 Diploma Development Partnership DES Department of Education and Science DfE Department for Education DfEE Department for Education and Employment DfES Department for Education and Skills DIUS Department for Innovation, Universities and Skills DoE Department of Employment DWP Department for Work and Pensions ECDL European Computer Driving Licence ECM Every Child Matters EEC European Economic Community EHEI Enterprise in Higher Education Initiative EQ emotional intelligence quotient ERA Education Reform Act 1988 ESOL English as a second or other language FAQ frequently asked questions FE further education FEDA Further Education Development Agency FEFC Further Education Funding Council FENTO Further Education National Training Organisation FEU Further Education Unit FHE further and higher education GCE General Certificate of Education GCSE General Certificate of Secondary Education GNVQ General National Vocational Qualification GTC General Teaching Council HE higher education HEA Higher Education Academy HEFCE Higher Education Funding Council for England iWB Interactive Whiteboard IAP Individual Action Plan IfL Institute for Learning IiP Investors in People ILA Individual Learning Account ILP individual learning plan ILT Institute for Learning and Teaching in Higher Education IPPR Institute for Public Policy Research IQ intelligence quotient ISP Internet service provider IT information technology ITALS Initial Teaching Award Learning and Skills ITB Industrial Training Board LA local authority LLL lifelong learning LLUK Lifelong Learning UK LSC Learning and Skills Council LSN Learning and Skills Network LSRN Learning Skills Research Network MSC Manpower Services Commission NATFHE National Association of Teachers in Further and Higher Education ABBREVIATIONS ix [...]... Curriculum and Assessment Authority School Examinations and Assessment Council Sector Skills Council Sector Skills Development Agency Train to Gain Training Agency Training and Development Lead Body Training and Enterprise Council/Technician Education Council Times Educational Supplement Teaching with Independent Learning Technologies Training Opportunities Scheme Teacher Training Agency Teacher Training. .. to forget or ignore the training dimension of PCE, and as a result PCE is sometimes referred to as post-compulsory education and training (PCET) Then there is adult education (AE), further and higher education (FHE), higher education (HE), university education, training in industry and commerce, and informal teaching and training situations There have been recent government-inspired attempts to define... differences between teaching and training and notions such as ‘drilling’ or the formation of ‘habits’ and ‘rote’ learning (Ryle 1973: 108–10) When we talk of training we do not mean to reduce it to this limited caricature which, Ryle comments, comes from memories of the nursery Teaching and training involve teaching and training how to do something They are not ‘gate shutting’ but ‘gate opening’ activities (Ryle... involved in staff development in schools, sixth-form, tertiary or FE colleges, or in the adult education sector will find this book a helpful resource Finally, the book will be useful in relation to a wide range of development activities for those involved in training in industry and commerce, in both the public and the private sectors Teaching and Training in Post-Compulsory Education is not intended... PCE in Chapter 9 of this book as a very useful starting point and reference work Other than this, there is a range of introductory books For example, Vince Hall’s Further Education in the UK (1994) is a standard work, and Prue Huddleston and Lorna Unwin’s Teaching and Learning in Further Education, first published in 1997, gives basic information in a straightforward way With the introduction of mandatory... Vocational and Adult Education (US) post-compulsory education post-compulsory education and training Postgraduate Certificate of Education Preparing to Teach in the Lifelong Learning Sector Qualifications and Curriculum Authority Quality Improvement Agency Qualified Teacher Learning and Skills Research Assessment Exercise resource-based learning Royal Society of Arts repetitive strain injury Standard Assessment... Technical and Vocational Education Initiative virtual learning environment University and College Union Workers’ Educational Association Youth Opportunities Programme Youth Training Scheme Introduction This book is chiefly a resource for students following courses such as ‘Preparing to Teach in the Lifelong Learning Sector’ (PTLLS) and Certificate (CTLLS) or Diploma (DTLLS) in Teaching in the Lifelong Learning... educational works: Democracy and Education (1916) and Experience and Education (1938) ‘If in our own time the distinction between education in the traditional sense and vocational training, as increasingly demanded by a technological society, has become somewhat blurred, this is in part due to the in uence of Dewey’s work’ (Russell [1959] 1989: 296) In the four decades since Russell asserted this balanced... Learning and Teaching in Higher Education (ILT), now absorbed into the Higher Education Academy (HEA), that has rapidly expanded teacher training in HE with the specific aim of redressing the balance between teaching and research The most likely outcome of this development will be a competence-based scheme similar to those found in FE The crucial difference here is that the business of HE is knowledge and. .. problem of what, if anything, can be understood by talk of teacher professionalism in the ever-expanding PCE sector The notion of ‘professionalism’ is related to different discussions of the nature and importance of knowledge A discussion of the knowledge base of PCE then leads us to examine the relationship between education and training , and teaching and training in PCE, and their relation to . resources Teaching and training 3ed rev :Teaching and training 3ed rev 11/9/07 12:54 Page 1 Teaching and Training in Post-Compulsory Education Third edition Teaching and Training in Post-Compulsory Education Third. Teaching and Training in Post-Compulsory Education Teaching and Training in Post-Compulsory Education Teaching and Training in Post-Compulsory Education THIRD EDITION THIRD EDITION Andy. activities for those involved in training in industry and commerce, in both the public and the private sectors. Teaching and Training in Post-Compulsory Education is not intended as a textbook to