Bridges or Battlements? Current Relationships between Colleges, Schools and Education Authorities.

Autor/in	Finlay, Ian
Institution	Strathclyde Univ., Glasgow (Scotland).
Titel	Bridges or Battlements? Current Relationships between Colleges, Schools and Education Authorities.
Quelle	(1995), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-899659-29-3
Schlagwörter	Advisory Committees; Articulation (Education); College School Cooperation; Cooperative Programs; Coordination; Educational Legislation; Federal Legislation; Foreign Countries; Governance; Partnerships in Education; Postsecondary Education; Technical Institutes; Vocational Education; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Beratungsstelle; Articulation; Artikulation (Ling); Artikulation; Aussprache; Koordination; Bildungsrecht; Schulgesetz; Bundesrecht; Ausland; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Hochschulpartnerschaft; Post-secondary education; Tertiäre Bildung; Technische Fakultät; Ausbildung; Berufsbildung
Abstract	A study investigated the formal and informal links between schools, further education (FE) colleges, and education authorities (EAs) in the planning and provision of education in upper secondary schools and FE colleges in Scotland. The concern was that conflicting or destructive competitive relationships between FE colleges, schools, and regional councils in their role as EAs would arise as a result of the Further and Higher Education (Scotland) Act of 1992, which removed FE colleges from EA control. Findings showed a great deal of close cooperation between schools and FE colleges with little evidence of competition. Relationships between schools and colleges appeared to be based on cooperation and collaboration. At least 4 of 12 EAs had formal committees composed of college principals, members of the EA directorate, and secondary school head teachers. All other EAs had forums where these individuals could exchange ideas. The main cause of friction between FE colleges and EAs was the administration of financial aid for students taking nonadvanced FE. The majority of strategic issues affecting the postcompulsory age group were curricular; achieving curricular coherence and providing for smooth transitions from school to college were most frequently mentioned. (Contains 21 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC