The State of Professional Practice and Policy in the English Further Education System: A View from Below

Autor/inn/en	Gleeson, Denis; Hughes, Julie; O'Leary, Matt; Smith, Rob
Titel	The State of Professional Practice and Policy in the English Further Education System: A View from Below
Quelle	In: Research in Post-Compulsory Education, 20 (2015) 1, S.78-95 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2015.993877
Schlagwörter	Vocational Education; Adult Education; Educational Policy; Educational Practices; Commercialization; School Business Relationship; Educational Research; Professional Identity; Lesson Observation Criteria; Social Justice; Employment Potential; Educational Change; Teacher Qualifications; Politics of Education; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Politics of education; Bildungspolitik; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Unterrichtsmitschau; Soziale Gerechtigkeit; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Bildungsreform; Lehrqualifikation; Educational policy; Ausland; Großbritannien
Abstract	This paper addresses a recurring theme regarding the UK's Vocational Education and Training policy in which further education (FE) and training are primarily driven by employer demand. It explores the tensions associated with this process on the everyday working practices of FE practitioners and institutions and its impact on FE's contribution to the wider processes of social and economic inclusion. At a time when Ofsted and employer-led organisations have cast doubt on the contribution of FE, we explore pedagogies of practice that are often unacknowledged by the current audit demands of officialdom. We argue that such practice provides a more enlightened view of the sector and the challenges it faces in addressing wider issues of social justice, employability and civic regeneration. At the same time, the irony of introducing laissez-faire initiatives designed to remove statutory qualifications for FE teachers ignores the progress made over the past decade in raising the professional profile and status of teachers and trainers in the sector. In addressing such issues, the paper explores the limits and possibilities of constructing professional and vocational knowledge from networks and communities of practice, schools, universities, business, employers and local authorities, in which FE already operates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01