Sources of Stress on Trainee Lecturers for Further and Higher Education

Abstract

Since incorporation, further education colleges have adopted the role of the employer and have now to manage the health and safety of students, staff and visitors, with the governing body being ultimately responsible. Educational establishments unlike industry and commerce are characterised by a large number of inexperienced students working in a variety of activities, some of which pose a substantial risk. These activities are often concentrated in a relatively small area. This paper explores the moral, legal and business reasons why colleges need to proactively manage health and safety rather than assume it is merely common sense. It will discuss the nature of health and safety legislation and argue that directives from the European Union will continue to make health and safety a priority of future legislation which colleges cannot afford to ignore.     

Community Colleges: Rethinking STD Prevention for the Nontraditional College Campus

ABSTRACT

As increased attention and proposed funding are being directed toward community colleges, it is important to consider the sexual and reproductive health care needs of this growing population. Existing data suggest there are significant sexual health needs among this population and often insufficient provision of services. Some community college students are more likely than students at 4-year colleges to test positive for sexually transmitted diseases (STDs). Given resource constraints, creative solutions are required. These may include campus-wide policies addressing STD/HIV (human immunodeficiency virus) prevention, referral systems to connect students to care in the community, and partnerships with local health departments, Federally Qualified Health Centers, or community-based organizations to assist with the provision of services. Colleges have the unique opportunity to provide students with valuable information about sexual health and services. Community colleges, in particular, are uniquely positioned to reach at-risk community members for STD testing and sexual health care who might otherwise be lost to care. More research is needed on the sexual health needs of community college students, especially on factors such as geographic location, how embedded the school is into the community, social norms around sexual health on college campuses, and health services offered. New and innovative ways to promote linkage to care for testing and counseling could offer potential health benefits to this growing at-risk population.     

The impact of Science provision on the career prospects of pupils in Northern Ireland Schools

Abstract

The 1992 Education Project Report of the Standing Advisory Committee on Human Rights draws attention to the imbalance in science and technology provision between Catholic and Protestant schools in Northern Ireland and to differences in the science curriculum experienced by boys and girls. The concern of the Commission is that differences in science provision may adversely impact upon the employment prospects of Catholics and girls in careers which require scientific skills and knowledge. This article argues that poor science provision adversely impacts upon a much wider range of careers, namely, all careers where entry is regulated through cognitive tests. The widely‐employed AH5 test is used to represent the selection test component of the selection procedure. For a representative 1‐in‐4 sample of all Northern Ireland lower sixth form pupils, and all sub‐samples thereof, it is demonstrated that, in a selection procedure involving the AH5 test, Catholic girls are most likely to be deselected.     

Agricultural education in England and the dictates of the market

Abstract

Agricultural education in England is at a crossroads. In line with Government policy to make public-sector service provision more responsive to market forces, the county agricultural colleges were made independent corporations on April 1st 1993. This change in status has coincided with substantial changes in the market that they have traditionally served - the school-leaver seeking to make a career in farming or horticulture. This article describes these changes and considers the main strategic options open to the agricultural colleges at this time in the light of results from a recently-completed survey exploring the use of vocational education/training provision by the rural population as a whole. It concludes that there is scope for the transformation of some agricultural colleges into Rural Business Centres providing vocational education, training and a range of related services to rural business and the rural population as a whole.     

GCE performance of FE and sixth‐form college students

This study set out to examine and identify differences in GCE O/A‐level performance of a sample of further education and sixth‐form college students, employing selected biographical, intellectual and dispositional measures. The sample comprised 356 two‐year, full‐time students who entered further education and sixth‐form colleges immediately after completing their fifth‐form work in schools. The results show that taking account of students’ dispositional characteristics significantly increases the explained variation in attainment beyond that accounted for by intellectual ability and previous examination performance. Also indicated are significant differences in the factors associated with examination success; these are shown to be related to students who attend different types of institution. The findings would appear to have implications for current policies concerned with the educational provision for students in the 16‐19 age range.     

The Impact of FEFC Funding 1997‐99: Research on 14 colleges

This article is based upon research undertaken by NATFHE and the Lifelong Learning Group, Institute of Education, University of London (Lucas et al., 1999). It looks at the impact of funding on 14 FE colleges (spread across England and including inner city, suburban and rural colleges, two sixth form and an agricultural college) and follows up the research carried out in 1996-97 by NATFHE and the Institute of Education: Learning Funding: the impact of FEFC funding, evidence from twelve FE colleges, (1998). The research we examined focuses on the effects of the FEFC funding methodology upon colleges and the further education curriculum during the period immediately following the crisis in 1997 over the 'demand-led element' of funding (DLE). A full report can be obtained from NATFHE or the Institute of Education.     

Computer Simulation in Teacher Training

Abstract

This article reports the findings of a survey of 156 FE librarians which examined the provision of library support for franchised HE courses in FE colleges by determining the involvement of the library in the franchising process and assessing the practical issues of provision. A significant finding is that the problems cited by librarians tend to be of a practical issues, such as stock management, whilst the benefits are perceived to be more of a managerial or professional nature.     

The Contribution of Inspection,Self-assessment,Investors in People and the Inclusive Learning Quality Initiative to Improving Quality in Further Education Sector Colleges: An initial exploration

In recent years the Further Education sector has been bombarded with initiatives and interventions aimed at improving the quality of the service. These include national and sector developmental initiatives, such as Investors in People and the Inclusive Learning Quality Initiative, and internal and external accountability interventions, such as self-assessment and inspection. However, there has been little attempt at evaluating their effectiveness. This article summarises the findings of recent research into their effectiveness. It is based on the results of a survey to gain senior college managers perceptions of the effect of the above initiatives and interventions on their colleges' development and analysis of other data, such as inspection grades and retention and achievement statistics. The results of the survey show that senior managers in incorporated colleges believe that: (i) self-assessment makes a major contribution to improving the quality of college provision for students and a range of management practices, especially evaluation; (ii) Investors in People makes a very strong contribution to improving arrangements for induction and support for staff; (iii) taken together self-assessment and Investors in People can be seen as contributing to the improvements in the quality of most college activities; (iv) the inspection process does not in itself act as a major driver for improvement but has contributed to improving teaching and learning styles and aspects of college management, including more effective use of student data in evaluating provision; (v) the Inclusive Learning Quality Initiative has yet to make a significant impact on the quality of any aspect of college work but is expected to improve student learning offered and attainment in due course. The analysis of the additional data reveals that: (i) there is a positive correlation between student achievement and the average curriculum grade in colleges inspected during the second cycle; (ii) there is only a limited relationship between a college's Investors in People status and its core business (as represented by student achievement and the quality of the curriculum); (iii) there is a positive correlation between a college's Investors in People status and the Quality Assurance grade awarded to colleges inspected during the second cycle; (iv) managers from colleges involved in stage 1 of the Inclusive Learning Quality Initiative ratethe initiative's contribution to developing individualised learning more positively than managers from other colleges.     

The role of institutional research in college management

Abstract

Institutional research is well established in postsecondary institutions in the USA as an effective tool for provision of accurate, reliable data to support management decision making. Institutional research offices are much less prevalent in such institutions in the UK however, particularly in colleges. The purpose of this paper is to outline the principal roles and functions of an institutional research office, briefly discuss relevant staffing issues (including important qualifications), and suggest some practical considerations regarding the role of institutional research in college management.     

Principals’ Responses to Incorporation: A Window on their Culture

Abstract

Drawing upon the narrative accounts provided by fifteen college principals in England and Wales this paper looks into the ways in which incorporation has changed the culture of further education colleges. Principals’ accounts reveal their views on how the sector has changed and identify a number of concerns including how the adoption of a market driven approach to the provision of further education now shapes their work. Data is presented and discussed on how principals experienced the process of incorporation, its impact on relationships with schools, other colleges and LEAs and on how colleges were to be viewed as businesses. It is suggested that since colleges are now widely perceived as independent businesses there is a need to reassess the understanding of business practice as applied to the college setting.     

Some Student Comment on Friendship Patterns and Ethnic Minority Groupings in Post-16 Education

In this paper, Jean Wright and Ann Beynon discuss their past and present experience of counselling in schools and colleges. They reflect on the way counselling in schools has declined whilst at the same time growing significantly in sixth forms and colleges of further education. Drawing on these experiences and one of the writers' recent experience of the approach to counselling in the USA, they argue that a reconsideration is needed of the value of counselling approaches in schools.     

Reviews

Post‐compulsory education in the UK is growing in complexity. A little explored feature of this complexity is the development of collaborative arrangements between higher education institutions and providers of sixth form education under which students can study university modules whilst pursuing their sixth form studies. This article reports the findings of a recent project designed to explore the feasibility of such arrangements. A range of existing provision is identified focusing on both academic high achievers and students from socio‐economic groups that are currently under‐represented in higher education. The article reviews such arrangements in the context of government policy, the changing nature of sixth form and higher education, and the boundaries that have been drawn between what have traditionally been viewed as separate elements of the English and Welsh education systems. It considers the impact of such provision on the two main groups of students studied and highlights some of the issues arising out of these partnerships between higher education and sixth form institutions.     

The Failing Teacher in Further Education

Abstract

It has become apparent to the present writer that there is within post‐compulsory education a growing awareness of problems both experienced, and caused, by ineffective teachers. Some of the reasons for this increased awareness will be immediately obvious, and could be said to stem directly from the paramount importance colleges, of necessity, attach to ‘inspection readiness’. Many middle managers in colleges have clear, if often publicly unstated, anxieties over the possibilities that may exist for individual lecturers to ‘drag down the inspection grade for the department’, for example.

In this article, my intention is to review this factor, and others that lie behind increased awareness that there is in fact a significant problem of teacher failure. This phenomenon could be loosely defined as ineffectiveness, or underperformance, to such an extent that students and/or managements (and on occasion colleagues) are drawing attention to this, usually by complaining officially or unofficially. Some of the specific manifestations of ‘failure’ will be described and analyzed, and certain proposals will be made concerning strategies and systems that colleges may profitably adopt for the support of members of their teaching staff deemed to be failing. Mention will also be made of the kinds of roles and responsibilities which key college staff and external consultants may in future be increasingly called upon to assume within supportive frameworks.     

Reviews

Introduction: Despite government support of culturally appropriate sex and relationships education (SRE), young people's access to information is limited and sexual health needs are not being met, particularly among youth from black and minority ethnic groups. Joint‐working between health, education, voluntary sectors and parents has been heralded as key in redressing inequalities in sexual health outcomes and access to information. Our study focuses on SRE provision for young Muslim Bangladeshis, highlighting the complexities involved in streamlining SRE messages.

Objective: To explore stakeholder views about SRE and ways to improve SRE delivery.

Design: Sixteen semi‐structured interviews were conducted in 2005 with stakeholders from schools, National Health Service, and parent and voluntary sector bodies in a London borough.

Results: Two key factors enhancing Bangladeshi youth's risk of infection and unwanted pregnancy were identified: inadequate parental understanding about sexual health and limited parent‐delivered SRE; and patchy provision of culturally appropriate, school‐based SRE. Factors affecting SRE provision included culturally rooted perceptions of sex/sexuality and limited participation of stakeholders, (religious leaders, parents), in developing and delivering SRE.

Conclusions: This study highlights the importance of widespread community engagement, underlining that joint‐working, and the development and delivery of culturally appropriate and consistent SRE, necessitates communication and collaboration among stakeholders in young people's health and well‐being.     

Institutional policies for part‐time undergraduate higher education in Scotland

Financial pressures, restrictions on full‐time participation and the public commitment to access and lifelong learning, suggest that part‐time provision may be increasingly important in undergraduate‐level higher education. However the scale and organisation of part‐time provision varies across institutions, and its future development may depend on decisions taken at institutional level. This paper describes Scottish institutions’ policies for part‐time provision of first degrees and Higher National Certificates and Diplomas (HNCs and HNDs). It is based on interviews with senior managers in all 23 Scottish higher education institutions (HEIs), and in 11 further education (FE) colleges. Most institutions planned to expand part‐time provision. New (post‐1992) universities were the most committed to expansion; non‐university HEIs and some old universities were the least committed. Policies for expanding part‐time provision were often part of a broader strategy for flexibility. The research revealed two contrasting models of flexibility: many universities pursued flexible integration, bringing full‐ and part‐time study into a common web of provision, whereas FE colleges typically pursued flexible differentiation, maintaining the distinctions between (and within) the modes. Institutional polices were influenced by four sets of factors: institutional mission, other institution‐specific factors, government policy and funding, and demand; funding arrangements and demand were seen as the main drivers. Finally, we question whether the greater formal autonomy of institutions led in practice to more independent decision‐making, and whether the trends anticipated by our interviewees are in fact well entrenched.     

Assessing the Quality of Quality Assessment: The inspection of teaching and learning in British universities

The British higher education sector believes that its teaching and learning processes are subject to excessive amounts of inspection and review. Between September 2000 and December 2001 Departments of Educational Studies will be subject to a new scrutiny process, Subject Review, which is operated on behalf of the main funding body by the Quality Assurance Agency. The purpose of this paper is to characterise Subject Review and to evaluate its effectiveness against the purposes it has set itself in the areas of funding policy, enhancement of provision, and public information. At the end of the paper the conclusions drawn from this evaluation are applied to the relevant parts of the new framework for inspection and review which is being introduced in the UK. The paper offers a case study of factors which come into account when systems for measuring the quality of higher education are themselves exposed to measurement.     

First Elite School in China

Dongxinanbei Editor's Note: In the wake of the great surge of economic development, many entrepreneurs got involved in businesses and in making money and have no time to attend to their children's education. This not only hurt the mental and physical health of their offspring but also created a problem for society. The venerable Mr. Qing Yuncan, counselor to the Sichuan provincial government and adviser to the province's Huangpu Alumni Assciation, took the matter in hand. He founded a school specifically to serve the property owners by getting private funding plus anonymous donations from abroad. His son, Qing Guangya, assumed the position of the school's principal. This paper will now introduce readers to the school.     

The accreditation of prior experiential learning (APEL) in Great Britain — Some implementation issues in vocational education

Abstract

After defining prior experiential learning, the experience of the Assessment of Prior Learning in the United States used to review and analyse developing practices in Great Britain.

The major issues reviewed are the nature of evidence, the collection of evidence into portfolios, assessment and costing such provision. Assessment of prior experiential learning is welcomed, even with the challenges it provides for vocational training and colleges.     

Developing 14–19 education: meeting needs and improving choice

The recent UK government Green Paper proposes reform for the supply side of 14–19 education, establishing four key goals. This article focuses on the first of these goals: meeting needs and improving choice. The article draws on research on sixth form colleges, general further education colleges and schools. It argues that employers, one of the two groups highlighted in the Green Paper, are a relatively weak force in shaping provision. The second group, young people, are more powerful due to current funding incentives. It presents evidence which suggests that colleges and schools perceive both practical and attitudinal difficulties in collaborating to meet needs by offering flexible routes and a distinctive range of choices. A long history of intervention in the supply side has not achieved widening participation nor equity amongst the choices offered. A more radical approach to influencing the demand side may be needed.     

Quality and Its Assurance in Further Education

Inspection is one of several approaches adopted in the further education (FE) sector for enhancing quality and raising standards. Inspections are carried out by full‐time inspectors augmented by a substantial body of part‐time appointments from the colleges, industry and commerce. All colleges have a quadrennial inspection which draws on evidence collected during the previous four years, supplemented and updated by the visit of an inspection team. Colleges are actively involved in the planning of their inspection and nominate a senior member of staff as a full member of the inspection team. Inspectors assess the strengths and weaknesses of each aspect of provision, using a five‐point grading scale. Inspection grades represent the collective judgements of all those involved and initial assessments of inspectors are moderated throughout the inspection process. A high degree of consistency has been observed between the gradings obtained by full‐ and part‐time inspectors. Inspections are regularly reviewed and evaluated so that changes can be made to the arrangements as necessary. Inspections to date have provided a valuable picture of the issues to be addressed by the FE sector and the main challenges facing the new FE inspectorate