Taking Stock: A Review of Development in FE Colleges. LSDA Reports.

Autor/in	Mager, Caroline
Institution	Learning and Skills Development Agency, London (England).
Titel	Taking Stock: A Review of Development in FE Colleges. LSDA Reports.
Quelle	(2002), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-85338-741-X
Schlagwörter	Access to Education; Adult Education; Delivery Systems; Developed Nations; Economically Disadvantaged; Educational Demand; Educational Development; Educational Finance; Educational Policy; Educational Quality; Federal Aid; Federal Legislation; Foreign Countries; Labor Force Development; Participation; Policy Formation; Postsecondary Education; Role of Education; Standards; United Kingdom + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Auslieferung; Developed countries; Industriestaat; Industrieland; Bildungsanforderung; Bildungsnachfrage; Bildungsentwicklung; Bildungsfonds; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Bundesrecht; Ausland; Arbeitskräftebestand; Teilnahme; Politische Betätigung; Post-secondary education; Tertiäre Bildung; Bildungsauftrag; Standard; Großbritannien
Abstract	Further education colleges have been recognized for significant contribution to delivery of the government's agendas of economic competitiveness and social well-being. These two priorities have been identified: widening participation and raising standards. The Learning and Skills Act 2000 has established the Learning and Skills Council to plan and fund post-16 learning. Analysis of research and systematic quality and development programs highlights key findings regarding the priorities. Effective leadership and management at institutional and curriculum delivery levels need further development. The extent of external regulation and review arrangements could discourage institutions from taking ownership and responsibility for raising standards. Discussion regarding widening participation lack precision. A sustained strategic focus on the demand side is required. Funding options must be researched. Credit is recommended as a common measure of the volume of learning. More differentiated approaches are needed to engage hard-to-reach learners and meet their requirements, including workforce development; entitlement for adults to free education and training; support for micro, small, and medium-sized enterprises; modern apprenticeships; new strategies for basic skills and English for speakers of other languages; higher education of 18- to 30-year-olds; fee remission; national funding for learners; and planning for growth. (Contains 45 endnotes.) (YLB)
Anmerkungen	Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom. Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/pubs/dbaseout/download.asp?code=CS124 3.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC