Globalisation, Neo-Liberalism and Vocational Learning: The Case of English Further Education Colleges

Autor/in	Simmons, Robin
Titel	Globalisation, Neo-Liberalism and Vocational Learning: The Case of English Further Education Colleges
Quelle	In: Research in Post-Compulsory Education, 15 (2010) 4, S.363-376 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
Schlagwörter	Stellungnahme; Working Class; Political Attitudes; Adult Education; English Instruction; Vocational Education; Global Approach; Foreign Countries; Employment Potential; School Districts; Colleges; Educational Policy; Federal Legislation; Educational Change; Public Sector; Intervention; Social Justice; Economic Development; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Arbeiterklasse; Political attitude; Politische Einstellung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; English langauage lessons; Englischunterricht; Ausbildung; Berufsbildung; Globales Denken; Ausland; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; School district; Schulbezirk; College; Hochschule; Fachhochschule; Politics of education; Bildungspolitik; Bundesrecht; Bildungsreform; Öffentlicher Sektor; Soziale Gerechtigkeit; Wirtschaftsentwicklung; Großbritannien
Abstract	Further education (FE) has traditionally been a rather unspectacular activity. Lacking the visibility of schools or the prestige of universities, for the vast majority of its existence FE has had a relatively low profile on the margins of English education. Over recent years this situation has altered significantly and further education has undergone profound change. This paper argues that a combination of related factors--neo-liberalism, globalisation, and dominant discourses of the knowledge economy--has acted in synergy to transform FE into a highly performative and marketised sector. Against this backdrop, further education has been assigned a particular role based upon certain narrow and instrumental understandings of skill, employment and economic competitiveness. The paper argues that, although it has always been predominantly working class in nature, FE is now, more than ever, positioned firmly at the lower end of the institutional hierarchy in the highly class-stratified terrain of English education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10