Teaching and Learning in Further Education 2nd Edition Further education colleges deliver education and training to more students than any other institution in the post-compulsory sector This book provides a practical guide to teaching and learning within the context of the changing FE environment and addresses the diverse nature of the curriculum and of the student body for which it is designed This new edition contains fully revised material on FE funding, curriculum, assessment and teacher training to present the most up-to-date picture of further education in the UK Drawing on a considerable research base, this book places FE teaching and learning in its social, economic and political context Topics covered include: • • • • • • the changing context, structure and funding of the FE sector the nature and range of FE students and staff teaching and learning strategies the assessment and recording of achievement continued professional development support available to FE teachers Throughout, case study examples help you to consider differing student needs and how these might best be served They also provide an opportunity to reflect upon how the changing policy context of FE impacts upon students, programmes and institutions Practical activities are also included, which can be used as catalysts for questioning your attitude and approaches to work in FE Whether you are embarking on a career or already teaching, this book will help you review your approach and understanding of the process of teaching and learning in further education Prue Huddleston is Director of the Centre for Education and Industry at the University of Warwick Lorna Unwin is Professor of Vocational Education at the Centre for Labour Market Studies, University of Leicester Teaching and Learning in Further Education 2nd Edition Diversity and change Prue Huddleston and Lorna Unwin LONDON AND NEW YORK First published 1997 by Routledge 11 New Fetter Lane, London EC4P 4EE Simultaneously published in the USA and Canada by RoutledgeFalmer 29 West 35th Street, New York, NY 10001 Second edition first published 2002 This edition published in the Taylor & Francis e-Library, 2005 “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” RoutledgeFalmer is an imprint of the Taylor & Francis Group © 1997, 2002 Prue Huddleston and Lorna Unwin All rights reserved No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloguing in Publication Data A catalogue record for this book has been requested ISBN 0-203-46370-6 Master e-book ISBN ISBN 0-203-47193-8 (Adobe eReader Format) ISBN 0-415-27146-0 (Print Edition) Contents Part I List of figures v List of abbreviations vi Preface ix Further education in context Where will I teach? The student body: Who will I teach? 26 Diverse curricula: What will I teach? 38 Part II Teaching and learning Approaches to learning Teaching strategies 114 Assessment and recording achievement 138 Part III 76 Professional development Evaluation, reflection and research 160 Professional development 172 Networks and support agencies 185 References 194 Further reading 206 Index 20 Figures 1.1 National learning targets to 2004 1.2 South-east Derbyshire College 1.3 FEFC-funded full-time equivalent (FTE) students in sector colleges by mode of attendance, age-band and programme area, 1998–99 3.1 Fourteen areas of learning 3.2 National qualifications framework 3.3 Influences on curriculum design 4.1 Maslow’s hierarchy of needs 4.2 Teacher−learner relationship 4.3 Types of aims and purposes in group teaching 4.4 College guidance map 4.5 Guidance team influence on learner’s pathway through college 5.1 Teaching strategies continuum 5.2 Reflection exercise 5.3 Model for effective learning 8.1 FENTO Standards for Category A: Assessing Learners’ Needs 10 13 16 39 44 45 93 102 104 106 109 118 120 131 179 List of abbreviations ACAC ACM ALBSU ALF ALI AOC APC APL ATL BTEC CAD/CAM CBI CCEA (CCEA) CEF CGLI CPD CPE CPVE CRAC CVE Delni DfEE DfES DTI Curriculum and Assessment Authority for Wales Association for College Management Adult Literacy and Basic Skills Unit (now Basic Skills Agency) Average Level of Funding Adult Learning Inspectorate Association of Colleges Association of Principals of Colleges Accreditation of Prior Learning Association of Teachers and Lecturers Business and Technology Education Council (from April 1996 BTEC merged with the London Examinations Board to become EDXCEL) Computer-Aided Design and Manufacture Confederation of British Industry Council for the Curriculum, Examinations and Assessment in Northern Ireland Colleges’ Employers’ Forum City and Guilds of London Institute Continuing Professional Development Continuing Professional Education Certificate for Pre-Vocational Education Careers Research and Advisory Centre Centre of Vocational Excellence Department for Employment and Learning Northern Ireland Department for Education and Employment Department for Education and Skills Department of Trade and Industry vii EBP EBPNN ELLD ELWa EMA ERDF ESF ESTYN FE FEDA FEFC FENTO FESC FEU GCSE GEST GNVQ HE HEFC HMI HNC HND HRD ISR ITE ITO LEA LEC LSC LLSC LSDA MSC NATFHE NCET NCITO NCVQ Education-Business Partnership Education-Business Partnership National Network Enterprise and Lifelong Learning Department Education and Learning Wales Education Maintenance Allowance European Regional Development Fund European Social Fund Her Majesty’s Inspectorate for Wales Further Education Further Education Development Agency Further Education Funding Council Further Education National Training Organisation Further Education Staff College Further Education Unit General Certificate of Secondary Education Grant for Educational Support and Training General National Vocational Qualification Higher Education Higher Education Funding Council Her Majesty’s Inspectorate Higher National Certificate Higher National Diploma Human Resource Development Individual Student Record Initial Teacher Education Industrial Training Organisation Local Education Authority Local Enterprise Company (Scottish version of TEC) Learning and Skills Council Local Learning and Skills Council Learning and Skills Development Agency Manpower Services Commission National Association of Teachers in Further and Higher Education National Council for Education Technology National Council for Industrial Training Organisations National Council for Vocational Qualifications viii NIACE NISVQ NVQ Ofsted PGCE PIU QCA QTS RAC RDA RSA SCAA SFEFC SHA SRB SSC TDLB TEC TFW TSC TTA TUC TVEI WEA YT National Institute for Adult Continuing Education National Information System for Vocational Qualifications National Vocational Qualification Office for Standards in Education Postgraduate Certificate of Education Performance and Innovation Unit Qualifications and Curriculum Authority Qualified Teacher Status Regional Advisory Council Regional Development Agency Royal Society for the Encouragement of Arts, Manufacturing and Commerce School Curriculum and Assessment Authority Scottish Further Education Funding Council Secondary Heads Association Single Regeneration Budget Sector Skills Council Training and Development Lead Body Training and Enterprise Council Training for Work Training Standards Council Teacher Training Agency Trades Union Congress Technical and Vocational Education Initiative Workers’ Educational Association Youth Training Preface This book has been written primarily for people who are embarking on a teaching career in colleges of further education (FE) and for those already teaching who may wish to review their approaches to and understanding of the process of teaching and learning It may also be of use to managers in FE and to people working in organisations which have a relationship with FE colleges The book attempts to encapsulate the dynamic and volatile world as experienced day in and day out by students and staff in the hundreds of FE colleges throughout the United Kingdom For unless one is able to have some picture of these powerhouses of education and training, it is difficult to begin to envisage the nature of the teaching and learning that goes on within the FE sector To teach in an FE college at the start of the twenty first century is a very demanding job At first glance, it would seem that the FE teacher shares little of the advantages enjoyed by colleagues in schools and universities Unlike schools, colleges are open to their students from early in the morning to late at night, often at weekends, and, increasingly, throughout the traditional summer holiday period from mid-July to early September Unlike universities, colleges are open to people of all abilities, from those adults who may be learning to read and write to those who are technically highly skilled and, again increasingly, to those who are following undergraduate and postgraduate courses There is a heterogeneity about the student body, structures and curricular offerings in FE colleges which would send some school and university teachers running for cover That very diversity, however, helps make FE colleges such stimulating and exciting environments in which to work as a teacher Since the first edition of this book was published in 1997, there have been major changes in post-compulsory education and training policy in the UK, all of which have and will continue to affect FE colleges As authors of a book that seeks to present a comprehensive analysis of the FE sector, we face the challenge of trying to be as up-to-date as possible We acknowledge, however, that given the way in which successive UK governments seem intent on re-organising some aspect of the architecture of education and training every few months, some of the initiatives covered in this book may have been further amended or even withdrawn in the time it takes for a manuscript to be published All colleges 204 REFERENCES Stanton, G (2000) Research, in Smithers, A and Robinson, P (eds) Further Education Reformed, London, Falmer Press Stenhouse, L (1975) An Introduction to Curriculum Research and Development, London, Heinemann Taubman, D (2000) Staff relations, in Smithers, A and Robinson, P (eds) Further Education Re-formed, London, Falmer Press Tedder, M (1994) Appraisal and professionalism in colleges, Journal of Further and Higher Education, 18:3, Autumn, pp 74−82 TES (1995) Drama out of a crisis, 20 September, London, Times Educational Supplement TES (1996) Perils of penguin-like star gazing, February, London, Times Educational Supplement THES (1998) Doubts over who foots the bill for the University of Industry, Editorial, Times Higher Education Supplement, 20th November Tomlinson, J (1996) Inclusive Learning: Report of the Learning Difficulties and/or Disabilities Committee, London, The Stationery Office Tough, A (1971) The Adult’s Learning Projects, Toronto, Ontario Institute for Studies in Education UDACE (1991) What Can Graduates Do? A Consultative Document, Leicester, UDACE Unwin, L (1993) Training credits: The pilot doomed to succeed, in W.Richardson et al (eds) The Reform of Post-16 Education and Training in England and Wales, Harlow, Longman Unwin, L (1994) I’m a real student now: access to and the use of library services by distance learning students, Journal of Further and Higher Education, 18:1, Spring, pp 85−91 Unwin, L (1995) Staying the Course: Students’ Reasons for Non-completion of Full-time Education Courses in South and East Cheshire, Middlewich, South and East Cheshire Education-Business Partnership, 42 pages Unwin, L (1997) Reforming the work-based route: problems and potential for change, in A.Hodgson and K.Spours (eds) Dearing and Beyond, London: Kogan Page Unwin, L (1999a) ‘Flower Arranging’s Off but Floristry is On’: Lifelong Learning and Adult Education in Further Education Colleges, in Green, A and Lucas, N (eds) FE and Lifelong Learning: Realigning the Sector for the 21st Century, London: Unwin, L (1999b) Jungle Trekking: Vocational Courses and Qualifications for Young People, Skills Task Force Research Paper 10, Sheffield, Department for Education and Employment Unwin, L and Edwards, R (1990) The tutor-learner relationship: making sense of changing contexts, Adults Learning, March, pp 197−9 Unwin, L and Wellington, J (2001) Young People’s Perspectives on Education, Employment and Training, London, Kogan Page Usher, R., Bryant, I and Johnston, R (2002) Self and experience in adult learning, in R Harrison, F.Reeve, A.Hanson and J.Clarke (eds) Supporting Lifelong Learning, Volume 1, London, RoutledgeFalmer Vygotsky, L.S (1978) Mind in Society, Cambridge, Cambridge University Press Wildemeersch, D (1989) The principal meaning of dialogue for the construction and transformation of reality, in S.W.Weil and I.McGill (eds) Making Sense of Experiential Learning, Milton Keynes, SRHE/Open University Press REFERENCES 205 Wilmot, M and McLean, M (1994) Evaluating flexible learning: A case study, Journal of Further and Higher Education, 18:3, Autumn Young, M (1993) A curriculum for the 21st century? Towards a new basis for overcoming academic/vocational divisions, British Journal of Educational Studies, 40:3, pp 203 −222 Young, M., Lucas, N., Sharp, G and Cunningham, B (1995) Teacher Education for the Further Education Sector: Training the Lecturer of the Future, London, Institute of Education, University of London Young, M., Guile, D., Lucas, N and Unwin, L (1996) Colleges as Learning Organisations: The Role of Research, Post 16 Curriculum Series Number 12, London, Institute of Education, University of London Young, M and Leney, T (1997) From A-levels to an Advanced Level curriculum of the future, in A.Hodgson and K.Spours (eds) Dearing and Beyond, London, Kogan Page Further reading PART I FURTHER EDUCATION IN CONTEXT Chapter Where will I teach? Gray, D and Griffin, C (2000) (eds) Post-compulsory Education in the New Millennium, London, Jessica Kingsley Green, A and Lucas, N (1999) (eds) FE and Lifelong Learning: Realigning the Sector for the Twenty-first Century, London, Bedford Way Papers Smithers, A and Robinson, P (2000) (eds) Further Education Re-formed, London, Falmer Press Usher, R., Bryant, I and Johnston, R (1997) Adult Education and the Post-Modern Challenge, London, Routledge Chapter The student body: who will I teach? Ball, S., Maguire, M and Macrae, S (2000) Choice, Pathways and Transitions Post-16, London, Routledge Corbett, J and Barton, L (1992) A Struggle for Choice, Students with Special Needs in Transition to Adulthood, London, Routledge Field, J and Leicester., M (2000) (eds) Lifelong Learning: Education across the Lifespan, London, Falmer Hayton, A (1999) (ed) Tackling Disaffection and Social Exclusion: Education Perspectives and Policies, London, Kogan Page Hodgson, A (2000) (ed) Policies, Politics and the Future of Lifelong Learning, London, Kogan Page Pearce, N and Hillman, J (1998) Wasted Youth, Raising Achievement and Tackling Social Exclusion, London, IPPR Chapter Diverse curricula: what will I teach? Barr, J (1999) Liberating Knowledge: Research, Feminism and Adult Education, Leicester, NIACE Bloomer, M (1997) Curriculum Making in Post-16 Education: The Social Conditions of Studentship, London, Routledge Evans, K (1998) Shaping Futures, Learning for Competence and Citizenship, Aldershot, Ashgate FURTHER READING 207 Hodgson, A and Spours, K (1999) New Labour’s Educational Agenda, London, Kogan Page Raggatt, P and Williams, S (2000) Government, Markets and Vocational Qualifications, London, Falmer PART II TEACHING AND LEARNING Chapter Approaches to learning Ainley, P and Rainbird, H (1999) (eds) Apprenticeship: Towards a New Paradigm for Learning, London, Kogan Page Boud, D and Garrick, J (1999) (eds) Understanding Learning at Work, London, Routledge Evans, K., Hodkinson, P and Unwin, L (2002) (eds) Working to Learn: Transforming Workplace Learning, London, Kogan Page Harrison, R et al (2002) (eds) Supporting Lifelong Learning, Volume 1, Perspectives on Learning, London, Routledge Gardner, H (1993) Frames of Mind: The Theory of Multiple Intelligences, London, Fontana Paechter, C., Preedy, M., Scott, D and Soler, J (2001) (eds) Knowledge, Power and Learning, London, Paul Chapman Chapter Teaching strategies Curzon, L.B (2000) Teaching in Further Education, 5th edition, London, Continuum Deer, R., Deer, L and Wolfe, M (2001) (eds) Informal Learning with Young People, London, RoutledgeFalmer Edwards, T., Fitz-Gibbon, C., Hardman, T., Haywood, R and Meagher, N (1997) Separate but Equal? A Levels and GNVQs, London, Routledge Harkin, J., Turner, G and Dawn, T (2001) Teaching Young Adults, London: RoutledgeFalmer Rogers, J (2001) Adults Learning, Milton Keynes, Open University Press Mortimore, P (1999) (ed) Understanding Pedagogy and its Impact on Learning, London, Sage Simpson, O (2000) Supporting Students in Open and Distance Learning, London, Kogan Page Stephenson, J (2001) (ed) Teaching and Learning On-line, London, Kogan Page Wallace, S (2001) Teaching and Supporting in Further Education, London, Learning Matters Chapter Assessment and recording achievement Ecclestone, K (1994) Understanding Assessment: A Guide for Teachers and Managers in Post-compulsory Education, Leicester, NIACE 208 FURTHER READING Hargreaves, A (1989) Curriculum and Assessment Reform, Milton Keynes, Open University Press McKelvey, C and Peters, H (1993) APL: Equal Opportunities for All, London, Routledge Weedon, P., Winter, J and Broadfoot, P (2001) Assessment, London, RoutledgeFalmer Wolf, A (1995) Competence-based Assessment, Buckingham, Open University Press PART III PROFESSIONAL DEVELOPMENT Chapter Evaluation, reflection and research Carr, W and Kemis, S (1986) Becoming Critical, London, Falmer Press Grubb, W.N and Ryan, P (1999) The Roles of Evaluation for Vocational Education and Training, Geneva, International Labour Office Moon, J (2000) Learning Journals, London, Kogan Page Wellington, J (2000) Educational Research: Contemporary Issues and Practical Approaches, London, Continuum Silver, H (1999) Researching Education: Themes in Teaching and Learning, Bristol, The Policy Press Young, M et al (1996) Colleges as Learning Organisations: The Role of Research, Unified 16+ Curriculum Series, No 12, London, Post-16 Centre, Institute of Education Chapter Professional development Eraut, M (1994) Developing Professional Knowledge and Competence, London, Falmer Press Hodkinson, P and Issitt, M (1995) (eds) The Challenge of Competence, London, Cassell Education Hoyle, E and John, P (1995) Professional Knowledge and Professional Practice, London, Cassell Mahoney, P and Hextall, I (2000) Reconstructing Teaching: Standards, Performance and Accountability, London, RoutledgeFalmer Squires, G (1999) Teaching as a Professional Discipline, London, Falmer Woodward, I (1996) (ed) Continuing Professional Development, London, Cassell Chapter Networks and support agencies Crowther, J., Martin, I and Shaw, M (1999) (eds) Popular Education and Social Movements in Scotland Today, Leicester, NIACE Index A2 units 49 Accreditation of Prior Learning (APL) 21, 64, 157, 181 Accrington and Rossendale College 14 achievement 10, 137–61 action planning 141 activities 127−1, 134, 167 adaptability 113–18 administration 18 adolescence 80–87 Adult Guidance Networks adult learning 69–5, 78–4, 88–8 Adult Learning Inspectorate (ALI) 5, 22–5, 46, 173 Adult Literacy and Basic Skills Unit (ALBSU) 142, 152 Advanced (A) levels 22, 39–4, 49–2; assessment 146; curriculum 53, 60; reflection 162–9 Advanced Extension Award (AEA) 50 advanced studies 68–69 Advanced Subsidiary (AS) levels 39, 41, 49, 53 Advanced Vocational Certificate of Education (AVCE) 39, 49, 56–9; assessment 145, 151; curriculum 60; teaching strategies 123–7 Advisory Groups 180 affective domain 93, 122 age factors 27–28, 78–4 agricultural colleges 2, 16 aims 117–9 Ainley, P 10 Amersham and Wycombe College 170 andragogy 89 Applied A levels 56 appraisal systems 179–5 approaches to learning 75–111 area costs 10 assessment 127, 129, 137–61 Assessment Reform Group 140, 153 assignments 126–34, 140–3, 150–6 Association for College Management (ACM) 184, 186 Association for Colleges (AfC) 191 Association of Colleges (AoC) 191–7 Association of Scottish Colleges (ASC) 191 Association of Teachers and Lecturers (ATL) 184–1 attendance 27 Audit Commission autobiography 180–6 average level of funding (ALF) Avis, J 18 Awarding Bodies 39, 49–3, 157–1 banking concept 78 Baron, S 29 barriers to learning 77, 83–8, 94–97 Barton, L 30 Basic Skills Agency 72 Bateson, M.C 180 Beacon Award 192 Beattie Committee 17, 29 behaviourism 77, 88, 91, 137 Belenky, M.F 79 Belgium 47 Berne, E 99–4 209 210 INDEX Bigger, S 186–2 Black, P 140 Blair, T Bloom, B.S 93, 122–6 Bloomer, M 19, 45, 82–7 Bloom’s Taxonomy 122 Bloor M 180–6 Blunkett, D 9–10, 14 Bobbitt, F 121 Bocock, J 15–16 Brandes, D 134 British Broadcasting Company (BBC) 72 British Council 29 Brookfield, S 88 Brown, S 137 Brundage, D.H 88 business organisations 187−5 Business and Technology Education Council (BTEC) 39, 43, 47; assessment 142–6, 153; awards 53; First/National Diplomas 57; national awards 54; qualifications 176 Butterworth, C 181 Cabinet Office Callaghan, J Cambridge Regional College 170 Canada 88, 95 Canning, R 48 Capita 72 Careers Service Cartmel, F 81–6 Castling, A 173–9 CEDEFOP 83 Centres of Vocational Excellence (CVEs) 14 Certificate for Pre-Vocational Education (CPVE) 52, 57 Certificates in Education 176–2 Chambers of Commerce 187 Chief Inspectors 15, 25, 29 China 80 Chown, A 177 City and Guilds (C&G) 21, 53; Teacher’s Certificates 176–2 civil rights movement 80 class system 70, 73 Clough, P 30 Coats, M 87 cognitive domain 93, 122 Cohen, L 145 Colleges of Art and Design Colleges Employers’ Forum (CEF) 191 Common Inspection Framework 23 Common Inspection Framework 173 communities of practice 93–8, 137 community organisations 187−5 Compact 186–2 competence-based approach 77–1, 118, 121; assessment 153–8; qualifications 144, 176–2 competitiveness 44 computer-aided design (CAD) 136 computer-aided manufacturing (CAM) 136 computer-based learning 45 conditions of service 17–18 Confederation of British Industry (CBI) 40, 187 connective knowledge 113 Connexions 6–7 Conservative governments 3, 5−5, 24, 39 consumerism 78, 80−5 contracts 17–18 Corbett, J 30 core skills 40, 64, 113, 165 correspondence courses 77, 134 counsellors 103 course choice 142 coursework 49, 51, 60 Cox, A 178 creativity 128–3 Culham, A 170 curriculum 37–39, 41, 83–9; advanced 49–2; Curriculum 2000 40–3, 60, 137; diversity 37–75; general 49–4; planning 120 D units 21 INDEX 211 Davey, A 170 Davies 19 day-release provision 61 Dearing Review 39–2, 56 Dee, L 29 Delors, J 69 Denmark 47 Department for Education and Employment (DfEE) 54, 70–3, 175 Department for Education and Skills (DfES) 6, 22, 45; curriculum 60–3, 72–4; networks 191 Department for Employment and Learning (Delni) Department for Trade and Industry (DTI) Department for Work and Pensions dependency 89 Dewey, J 78, 98 diaries 164–73, 180 difficult students 130–9, 166–72, 179 disadvantage 10 dispositions to learning 82–7 distance learning 121, 134−9 diversity 25–30, 37–75 domestic environments 94–9 drop-in centres 46 Duncan, A 45–8 Dundee Northern College 179 E-Envoys e-learning 46, 135–9 Ecclestone 137 Economic and Social Research Council (ESRC) 170 EdExce 39 Education Acts 5, 27, 52 Education and Learning Wales (ELWa) 6, 22, 60 Education Maintenance Allowances (EMAs) 28 Education Reform Act 4–5 education-business partnerships (EBPs) 187–3 Educational Institute Scotland 184 Edwards, A 17–18 Edwards, R 100, 135 effective learning model 130 Egan, G 103 ego states 99–4 Elton, B 97, 99 emotional and behavioural difficulties 130– employers 80–5, 130, 154 Employment Rights and Responsibilities (ERR) 54 Employment Service EMTA Awards Ltd 62 Engestrom, Y 94 England assessment 137; college numbers 2; curriculum 37–39, 41, 45, 48; funding 5–7, 11; general education 49; higher education 4; inspections 22–6; performance figures 8; residential colleges 30; staff 19, 21; students 27–28; younger learners 80 Enterprise and Lifelong Learning Department (ELLD) entrepreneurialism 24 environmental factors 82–7, 94–9 Eraut, M 93, 171, 173 essays 145–9 Estyn see Her Majesty’s Inspectorate European Commission (EC) 29, 69, 135, 190 European Social Fund (ESF) 14, 34, 72 European Union (EU) 11, 47, 83 evaluation 160−6 Evans, K 82 evening classes 61 evidence 154 examinations 49–2 experiential learning 78 familial systematic perspective 95 family support 84, 86 feeder courses 85 Felstead, A 3, 212 INDEX Field, J 46, 69–2, 189 financial issues 84–86 First Diplomas 57 flashpoints 130 flexibility 78, 113–18, 134–9 Fordism 135 formative assessment 141–4 Foundation Degrees 69–1 France 44, 47 franchises 68−69 Freire, P 78 full-cost courses 16 Fuller, A 93 funding 4–5, 7–13, 22; curriculum 47–48, 61; formula 10; methodology 72; professional development 171; research 170–6; students 30; teaching strategies 130 Furlong, A 81, 82 Further Education Development Agency (FEDA) 175, 191–7 further education (FE) colleges 8–9, 56; adult education 73; age ranges 78–4; distance learning 134; flexibility 113; higher education 68−69; nature/scope 2–6; networks 184; NVQs 62; qualifications 177; research 168; teachers 98; types Further Education Funding Council (FEFC) 4, 5–6, 10–11; curriculum 37; inspections 47, 115–18, 136; NVQs 64; organisations 15–16; qualifications 7–8, 43; reports 129; staff 17; students 29; support services 106–11; vocational qualifications 53 Further Education National Training Organisation (FENTO) 21, 173−80, 177– Further Education Professional Development Forum 180 Further Education Staff College (FESC) 191 Further Education Unit (FEU) 40, 173, 176, 191 Further and Higher Education (FHE) Act 4–5, 68, 191 Gagne, R.M 91–6 gender issues 86–1, 96 General Certificate of Education (GCE) 49 General Certificate of Secondary Education (GCSEs) 27, 45, 49–5, 146 general education 37, 49–4 General National Vocational Qualifications (GNVQs) 21, 50−3, 53; Advanced 39, 50, 56–8; assessment 141, 143–7, 145–9, 151, 176; establishment 56–60; reflective diaries 166; reflective practice 162; teaching strategies 128−2 General Teaching Council 21 generic skills 40, 113 Germany 44, 47 Gibb, J.R 88 Gleeson, D 5, 19, 25, 171 goals 117–9 governing bodies 25 grading 23–6, 145 Grant for Educational Support and Training (GEST) 173 Gravatt 188–4 Green, A 40, 198 Griffin, C 80 group learning 101–7 guidance 103–9, 107–12, 152 Guile, D 46, 94 Harkin, J 82, 93 Harris, S 142 INDEX 213 Harrow, A.J 123 Haycocks Report 175 Hayton, A 46 Heathcote, G 120–4 Her Majesty’s Inspectorate (HMI) 22, 173 Hertford Regional College 106–11 hierarchy of needs 92 Higginson report 45 High Peak College higher education, professional links 186–2 Higher Education Funding Council (HEFC) 4, 6, 11 higher education (HE) 50, 56, 68–69; provision 3–4; research 169, 171; students 15 higher education institutions (HEI) 175–2, 180–7 Higher National Certificate (HNCs) 68, 69 Higher National Diploma (HNDs) 68, 69 Highlands and Islands Enterprise Hill, R 17 Hillier, I 179 Hodgson, A 39, 50 Hodkinson, H 81 Hodkinson, P 81, 82–7 Holloway, W 181 homework 81 Honey, P 161 Hope University 192 horticultural colleges Huddersfield Technical College Hugh Baird College 192 Illich, I 43 incorporation 5, 22, 24 independent self-study 89 Individual Learning Accounts (ILAs) 70, 72 individualised learning 37, 101 Individualised Student Record (ISR) 7–8 induction 107, 134, 156, 165 Information and Communications Technology (ICT) 28, 101 Information and Learning Technology (ILT) 45–9, 82, 134–9 initial professional education (IPE) 173–84 initial teacher education (ITE) 176 inspections 22–7, 46–9, 106–11; assessment 155; reports 115–18, 136 Institute of Employment Studies 190 Institute for Learning and Teaching (ILT) 173 Institutes of Lifelong Learning 69 insular knowledge 113 Internet 82, 136 Istance, D 28 Jackson, C 179 Japan 44 Jaques, D 101–7 Jarvis, P 78 job titles 20 job-related training 37, 61−8 Johnstone, J.W.C 89 Joint Information Systems Committee (JISC) 45 Kennedy, H Kennedy Report 29 Key Skills 40, 147–3 Key Skills Support Programme (KSSP) 60 keystage 429, 35, 51–4 Kidd, R 79, 88, 98, 101 Knowles, M 89 Knox, A.B 88 Kolb, D.A 77−1, 91 L units 21 labelling 97–2 Labour governments 3, 6, 24–7, 39, 70 labour market 84, 86 Last, J 177 Lauzon, A.C 95 Lave, J 19, 93–8 Leadership College 21 LearnDirect 11, 70 learning activities 190; approaches 75–111; areas 37–38; centres 70; cycle 78, 91; difficulties 16–17, 29–2, 142; 214 INDEX experiences 162–9; outcomes 117–9; programmed 77; styles 83–8; support 20–3, 30–3, 106; theory 88–8 Learning Resources Centres 46 Learning and Skills Council (LSC) 5, 8– 11, 14; networks 184; students 28 Learning and Skills Development Agency (LSDA) 4, 40, 60; networks 191–7; reflection 171 Learning and Skills Research Centre (LSRC) 171 Learning and Skills Research Network (LSRN) 191 Leeds College of Technology 14 leisure courses 37 Leney, T 49 Lewisham College 189 lifelong learning 45, 60, 69–3 Lifelong Learning Partnership 189 lifestyles 83 literacy 45, 72, 103, 106 local education authorities (LEAs) 4–5, 8, 10; Conservatives 24; networks 187, 191–7; professional development 173; students 28 Local Enterprise Companies (LECs) 5, 187 Local Learning and Skills Councils (LLSCs) 34, 48–1, 65, 72 Lowestoft College Lucas, N 5, 8, 175 Lumby 113 McClure, R McGiveney, V 96, 103 Mackercher, D 88 McLean, M 78 Mager, R.F 121−5 Major, J management of learning 130–9 managerialism 18–1 mandatory units 62 Manion, L 144 Manpower Services Commission (MSC) 40 marketing 29 marketisation 18−1 marriage 80 Marshall, L 153 Maslow, A 92–7 mature students 79, 86, 95–96, 163–9 Mayes 135 Mayo 189 Mechanics Institutes mentors 180 Miller H.L 88 Minister for e-Commerce and Competitiveness Minister of Higher and Further Education, Training and Employment Minton, D 148 Modern Apprenticeships 6, 41−4, 53−6; curriculum 64, 66; frameworks 186; learning approaches 93 modularisation 39 Morris, E 14, 41 Moser report 45 motivation 52, 58, 91–7; assessment 137; learning approaches 101; students 30–8; teaching strategies 130 multiple choice questions 147 Mumford, A 161 National Assembly for Wales see also Welsh Assembly National Association of Teachers in Further and Higher Education (NATFHE) 18, 184–1 National Audit Office (NAO) 53 national base rate 10 National Council for Education and Training INDEX 215 National Council for Industry Training Organisation (NCITO) 56 National Council for National Training Organisations (NCNTO) 184 National Council for Vocational Qualifications (NCVQ) 41–4 National Curriculum 27, 35, 45; assessment 137–1; curriculum 52 National Diplomas 57 National Framework 53 National Institute for Adult Continuing Education (NIACE) 72–5 National Joint Forum 184 National Learning Targets 9, 69 National Qualifications Framework 43–5, 57, 69 National Skills Task Force (NSTF) 53–6 National Training Organisation (NTO) 51, 54, 64; networks 186; reflection 173, 176 National Vocational Qualifications (NVQs) 21, 27, 41–4; assessment 141, 144, 148–2, 151, 154– 8, 176; curriculum 53–6, 57, 61–8, 72 needs 30–8, 92 networks 184–8 New Deal 6, 72 non-vocational courses 37 Northern Ireland Advisory Groups 180; college numbers 2; curriculum diversity 48; funding 4, 7; inspections 23; staff 21 Northern Ireland Assembly 7, 39 Northern Ireland Office 4, 72 numeracy 45, 72, 103; assessment 142; learning approaches 106 objectives 117–9 OCR 53 off-the-job training 54 Office for Standards in Education (Ofsted) 5, 7, 22−5; curriculum 46; professional development 173 Open College Network 53, 72 open learning 134–9 Open University (OU) 68–69, 134 Optimum 70 optional units 62–5 oral tests 149−3 overseas students 29 Owen, J 19 part-time students 103 part-time teachers 17 part-time work 81, 83, 86; teaching strategies 129, 135 partnerships 52 pass rates 50 Patten, J 56 pay 18 peer assessment 152–6 peer groups 83, 85–86 performance 18, 154 Performance and Innovation Unit (PIU) Performing Arts colleges Phillips, H 134 Piaget, J 78 planning-based activities 190 Poll Tax polytechnics portfolios 52, 57, 60–2; assessment 155–60; curriculum 64; professional development 180−6; reflection 165 post-16 education and training (PCET) 5– 6, 9–10 Postgraduate Certificate in Education (PGCE) 175–1 postgraduate teaching courses 181–7 postmodernism 96 practitioner research 160, 168−6 Probations Service professional development 72, 171–89 professional organisations 184–1 programme weighting 10 216 INDEX progression 83, 85 prospectuses 79, 103–9 proximal development zone 94 psychomotor domain 122−6 Pupil Referral Unit 52 qualifications 7–8, 21, 39; assessment 139, 144, 158; curriculum 41–4, 49–4; professional development 173; statutory requirements 173; teachers 176–2; vocational 53–6 Qualifications and Curriculum Authority (QCA) 40–5, 49, 60; assessment 157; general education 50; vocational qualifications 54 Qualified Teacher Status (QTS) 175 Quicke, J 168 quotations 84–86 Raffe, D 48 record of achievement 58 record-keeping 137–61 recruitment 80 Rees, S.A 96, 130–6 reflection adult learning theory 90–5; approaches to learning 77, 80; assessment 144, 147; barriers to learning 94–9; curriculum diversity 48–1, 73; gender issues 87; GNVQs 60; learning outcomes 119; NVQs 65; professional development 183–9; student needs/motivation 31–8; student support services 106; teacher-student relationship 100−5 reflective practice 160–76 Regional Advisory Council (RAC) 191–7 Regional Development Agencies (RDAs) 6, 11, 190 Related Vocational Qualifications (RVQs) 53–6 research 160, 167–6 Research and Development Toolkit 171 residential courses 30, 95–96 responsiveness 14–17 Return to Learn programme 72 Riddell, S 29 Rivera, R.J 89 Robson, J 19, 173 Rogers, A 92,117–1 Rogers, J 152 Round Table 187 Rowland, S 153, 161 Royal Forest of Dean College 192 Royal Society of Arts (RSA) 11, 176 S levels 50 Sacks, O 181 Sanderson, B 11 scaffolding 94 Schedule 7−8 Schon, D 78, 166–2 School Curriculum Assessment Authority (SCAA) 43 Scotland 14–17 curriculum 39; Advisory Groups 178; college numbers 2; funding 5, 6–7; higher education 4; inspections 22–5; qualifications 173–80; residential colleges 30; special needs 17; staff 21; students 29; trade unions 183 Scottish Credit and Qualifications Framework 43 Scottish Enterprise Scottish Executive 6, 72 Scottish Further Education Funding Council (SFEFC) 5, 6, 22 Scottish Further Education Unit (SFEU) 60 Scottish Office Scottish Qualifications Authority (SQA) 43, 48, 60, 156 Scottish Vocational Qualifications (SVQs) 41, 54, 61–8 INDEX 217 Secondary Heads Association (SHA) 186 Secretaries of State 9, 14, 41, 56 Sector Skills Councils (SSCs) 51, 186 Sector Skills Development Agency (SSDA) 186 self-assessment 152–6 self-directed learning 89 self-study support 18 senior management 183 service philosophy 24 Shain 19, 25 Sherrington 181 Silver 186–2 simulated work environments 64−7 Single Regeneration Budget (SRB) 190 sixth form colleges 2, 4, 8, 56 Skinner, B.F 77 Smith, JJ 139 Smith, R.M 88 Social Exclusion Unit Social Inclusion and Learning Technologies Team 45 socialcultural activity theory 94 South Birmingham College 14 South East Essex College 14 South-east Derbyshire College 12–13 Sparkes, A.C 81 special needs 16–17, 30 specialist designated colleges Spours, K 39, 50, 57, 60 Squires, G 43, 68, 72 staff development 109–15, 135, 171–89 staffing 17–21 Standards Fund 11 Stanton, G 171 status zero problem 28 Stenhouse, L 168 stereotypes 96 strategies 115–20, 130–4 student-centred learning 161 students, age ranges 78–4; difficult 130–9, 166–2, 179; diversity 25–29; group learning 101–7; mature 79, 86, 95–96, 163–9; motivation 30–8, 52, 58; range 75; reflective practice 161–9; support services 103−11, 133; teacher relationship 97–5; younger 27–28, 80–87, 163 summative assessment 143 supplementary evidence 154 support services 103–11, 133, 184–8 Sweden 47 tasks 127 Taubman, D Teacher Training Agency (TTA) 176 teachers IPE 175−4; learning approaches 107−15; reflective diaries 164–73; student relationship 97–5, 130, 132–6; training 21, 175–2 Teaching Qualification (Further Education) (TQFE) 21 teaching strategies (TS) 113–39 team teaching 134 Technical Certificates 53–6 technical colleges 61 Technical and Vocational Education Initiative (TVEI) 52 Tedder, M 171–8 tertiary colleges testing 146–53 timetables 84–9 Tomlinson Committee 29 Tough, A 88–3 trade unions 18, 183, 184–1 Trades Councils 187 Training Credits 72 Training and Development Lead Body (TDLB) 21, 176, 183 Training and Employment Agency Training and Enterprise Councils (TECs) 5–6, 10, 187 Training Standards Council (TSC) transactional analysis (TA) 99 tutors 103, 106, 133; reflection 162–8, 166 Tyler, R 121 undergraduate studies 68–69 Union Learning Fund 70–3 Union of Textile Workers 72 218 INDEX UNISON 72 unit-based qualifications 58–58 United Kingdom 80–5, 134, 136 United States 44, 46, 77; learning outcomes 121; learning theory 89, 94; younger learners 79–4 universities 50, 68–69 University of Derby University of Greenwich 181 University for Industry (Ufl) 11, 70 University of London Examinations and Assessment Council (ULEAC) 39 University of Stirling 179 University of Strathclyde 179 Unwin, L 3, 8, 93, 100 Usher 96 vignettes 31–8, 80; approaches to learning 109–15; group learning 101; learning theory 89; networks 188 vocational education 37, 52–68, 139 Vygotsky, L 94 Wales 2, 4–5, 96; assessment 137; curriculum 37–39, 45, 48; funding 6–7; inspections 22–5; residential colleges 30; staff 21; students 27; trade unions 184 websites 23, 192–8 Welsh Assembly see also National Assembly for Wales 39 Welsh Funding Council Wenger, E 19, 93–8 Wildemeersch, D 101 William, D 140 Williamson, H 28 Wilmot, M 78 Wilson, A 29 women 86–1, 96 word processing 82 work 81, 83–8, 86; assessment 154–8; experience 95–96, 129; learning 27, 52, 128–2, 173; placements 64; teaching strategies 129; training 77 Workers’ Educational Association (WEA) 69 written assessment 140–3, 147–3 Young, M 37–39, 49–2, 94; networks 176; teaching strategies 113 younger students 27–28, 80–87, 163 Youth Service Youth Training Scheme 40 zone of proximal development 94 ... role in setting the vision and agenda for learning and skills and in bringing together the current range of Post-16 learning opportunities for individual learning and workforce development into.. .Teaching and Learning in Further Education 2nd Edition Further education colleges deliver education and training to more students than any other institution in the post-compulsory... similarities in the practice of teaching and learning in FE colleges in these three countries and those in England far outweigh their differences FE FUNDING The way in which educational institutions