Further Education and Skills in Northern Ireland: Policy and Practice in a Post-Conflict Society

Autor/in	Irwin, Tracy
Titel	Further Education and Skills in Northern Ireland: Policy and Practice in a Post-Conflict Society
Quelle	In: Journal of Education and Work, 32 (2019) 3, S.266-276 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Irwin, Tracy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2019.1621275
Schlagwörter	Political Influences; Social Influences; Economic Factors; Continuing Education; Postsecondary Education; Educational Policy; Foreign Countries; Conflict; Educational Practices; Social Change; Curriculum Development; Educational Innovation; Intervention; Track System (Education); Social Differences; Governance; Public Policy; Problem Based Learning; Teaching Methods; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Political influence; Politischer Einfluss; Sozialer Einfluss; Ökonomischer Faktor; Weiterbildung; Post-secondary education; Tertiäre Bildung; Politics of education; Bildungspolitik; Ausland; Konflikt; Bildungspraxis; Sozialer Wandel; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Instructional innovation; Bildungsinnovation; Leistungsgruppe; Leistungsdifferenzierung; Sozialer Unterschied; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Öffentliche Ordnung; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper contextualises the Further Education (FE) sector in Northern Ireland (NI). It outlines the specific political, social and economic influences that have shaped its position as a major but understated educational provider in what remains a highly divided educational system that is slowly transitioning in a post-conflict environment. Key policy frameworks underpinning sectoral development are described, showing how many policy initiatives have been both 'borrowed' from the English context and adapted to local need. The article proceeds to highlight a number of curricular and institutional innovations that have contributed to the development of a small-scale, but distinctive educational, social and economic model. The piece concludes by suggesting that the NI FE experience has the potential to contribute not only to its own specific conditions but, through its 'policy and practice' adaptations', to positively influence FE policy and practice in other parts of the United Kingdom (UK) that require interventions around skills development economic growth and social cohesion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01