Colleges at the Heart of Local Communities

Autor/in	Sharp, Margaret
Titel	Colleges at the Heart of Local Communities
Quelle	In: Adults Learning, 23 (2011) 2, S.8-11 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0955-2308
Schlagwörter	Adult Education; Public Policy; Colleges; Higher Education; Governance; Partnerships in Education; College Role; Local Issues; Community Involvement; Employment + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Öffentliche Ordnung; College; Hochschule; Fachhochschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Hochschulpartnerschaft; Dienstverhältnis
Abstract	This article discusses the findings of the commission set up jointly by NIACE, the Association of Colleges (AoC) and the 157 Group to investigate the role of colleges in their communities. The commission learned that: (1) further education colleges are, often, already embedded in their communities; (2) although there has been some simplification, colleges still have to negotiate an unduly complex funding regime; (3) negotiating partnership agreements, sometimes three or four-way, takes a good deal of top management time, requires considerable resource input and carries further risks. Nevertheless, where successful, they unlock new resources, spread risk and can bring new, innovative ideas into play; (4) while it is difficult to translate overseas experience because of different institutional and cultural backgrounds, one lesson from abroad is the importance of local decision-making, where "local" means close to the consumer and the needs of the locality. Systems which give considerable autonomy to the local unit have tended to be more successful, as have governance regimes which recognise local stakeholder involvement; (5) in terms of meeting the skills needs of the local area, employer engagement is vital, but the most successful is engagement that goes beyond just treating employers as customers and involves them as co-designers of the skills training offer. Likewise, in terms of meeting learner needs, the greater the involvement of learners in the design of the curriculum, the greater the buy-in, sense of ownership and achievement, the greater the success; and (6) colleges do not just make an impact on the local economy and the labour force needs of local businesses. Reaching out to disadvantaged, hard-to-reach groups within their communities not only leads to a steady supply of learners for higher-level, qualification-based study, but supports colleges' wider role in promoting the wellbeing and cohesion of their communities. This, in turn, leads to significant benefits in other areas of public policy, including health, social care, support for families, volunteering and the Big Society. This article also discusses a series of actions identified by the commission which would encourage others to follow their example, and so help turn the vision into reality. These involve commitment in different ways from all stakeholders: (1) from the colleges themselves, their staff, their learners and their governors; (2) from employers, large and small; (3) from local authorities, local charities and other local groups; (4) from sector organisations such as the Learning and Skills Improvement Service and the AoC; and (5) from central government. (ERIC).
Anmerkungen	National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail: enquiries@niace.org.uk; Web site: http://www.niace.org.uk/publications/adults-learning
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10