Monitoring Enterprise Awareness in Initial Teacher Education Courses

Abstract

This paper, written in a questioning and speculative way, raises some of the issues concerned with introducing enterprise awareness into courses of initial teacher education. In particular it focuses on competency and recording student achievement. We propose a taxonomy of objectives for enterprise awareness which should be helpful to course designers engaged in constructing a profile of the enterprising student teacher. Reference is made briefly to functional stages in course design and to the interaction between knowledge and understanding, attitudes and skills.     

Mini‐Enterprise in Schools: The Pupils’ Experience

Abstract

Mini‐enterprise in schools is the most tangible manifestation of ‘education for enteprise’. Despite its growing presence in schools, and diverse views about its potential impact, little is known about how pupils experience such activity. Findings suggest that interpersonal learning objectives are achieved effectively through mini‐enterprise but more narrow economic goals (such as fostering positive attitudes towards self‐employment) may not be. This paper sets out the pupils’ perspective on mini‐enterprise in schools and raises questions about current models of practice.     

Enterprise Education: a new social ethic for higher education? [1]

ABSTRACT

Higher education institutions were invited in 1988 to bid for substantial grants to encourage the development of curricula that would produce the ‘enterprise graduate’. This paper discusses the Enterprise in Higher Education Initiative with reference to six case studies of courses with very close links with their respective employment sectors. The paper tentatively suggests the following conclusions: (a) that meeting Industry's demands can lead to the opposite of enterprise education, i.e. conservative credentialism; (b) that the lack of a satisfactory national policy on training and the attempt to ‘push down’ training to courses has an ‘opportunity cost’ which could lead to less enterprising graduates; (c) that enterprise education should be concerned with the needs (in a broad and general way) as opposed to the demands of industry.

     

Industry‐Related Activities in Initial Teacher Education: A Survey

Abstract

This paper discusses research which was stimulated by the controversial question of the educability of entrepreneurial characteristics and the economic value of enterprise training. The research focuses on participants on enterprise training courses within the Irish Republic which aim to help people to set up and run businesses. An attempt was made to develop a technique, that is an adapted Osgood's Sematic Differential Technique, for use in the exploration of participants’ perceptions of entrepreneurial characteristics. This technique could represent a useful assessment technique for appraising participants’ attitudes to themselves as entrepreneurs and any changes over the duration of a training course in participants’ identification with entrepreneurial characteristic. Although, this technique would require self assessments, it could be used to establish the conditions for the development of entrepreneurial characteristics and explore questions of whether entrepreneurial characteristics may be developed. Despite methodological limitations, the reported study lends support to the thesis that many entrepreneurial characteristics may be developed over the duration of enterprise training courses in the view of participants.     

From the Decade of the Enterprise Culture to the Decade of the TECs

Abstract

This article looks back at the rise of the enterprise movement in the 1980s and forward to the establishment and performance of 82 Training and Enterprise Councils (TECs) in England and Wales during the 1990s. Both strategies are thought to be part of an ideological project of the Conservative Government to transform Britain's economy and education by means of the enterprise culture. The main intiatives designed to promote such a culture are described, the concept of enterprise as used on enterprise courses is examined and the conclusion drawn that there is no generic skill of enterprise whose essence can be distilled and taught A number of crucialissues in relation to the new TECs (the need for a national plan for education, training and employment, the commitment of employers, future remit, accountability and representation, etc.) are discussed and some constructive suggestions made. The next ten years will show whether TECs prove to be an ambitious, forward‐looking and productive strategy or an ill‐advised, risky and unsuccessful gamble with the future prosperity of Britain.     

Exploring just sustainability across the disciplines at one university

Abstract

We examined The University of Vermont’s new sustainability requirement for undergraduates through the lens of just sustainability. We found that sustainability courses are proposed in diverse disciplines. Regardless of discipline, most proposed courses address all three pillars of sustainability (social, ecological, and economic). Discussions of environmental justice are less widespread; only 17% of proposed courses in science, technology, and math departments addressed environmental justice. Our results provide examples for others interested in integrating sustainability across diverse disciplines and in emphasizing environmental justice. We also call attention to the fact that institutions of higher education may need explicit reminders or requirements to adequately include considerations of environmental justice in sustainability studies.     

Undergraduate Degree Awards in Teacher Education: constant standards in a changing context

In the past, assessment in higher education has been treated as a matter determined by, and confidential to, Boards of Examiners. In future, however, this may have to change in response to a number of changes in the context of higher education. The student population is more diverse and is taking an increasing control of the curriculum through the modularisation of courses. Student charters instil expectations that details of assessment procedures will be made explicit and published. Awards may increasingly be challenged. This paper examines a number of issues which will have to be debated more openly in the future. They include the statistics of aggregating component grades into degree classes, the widening range of skills covered by higher education courses and the most appropriate formats for summative reporting. The paper aims not to offer answers but to help to clarify some of the questions around which debate will be required.     

Youth and the Enterprise Culture

Abstract

A major emphasis in the policies of U.K. governments in the 1980s was promoting an ‘enterprise culture’ as a key way in which the economy and labour force could be engineered into becoming more committed to a market economy. However, the extent to which the inculcation of an ‘enterprise culture’ has been successful remains largely unknown. Among adults there have been indications of resistance to the attitudinal and behaviourial changes which might represent acceptance.

Young people still in education and especially those in their late teens, were relatively young when the first of the Conservative administrations came to power and may have been much more receptive to an’ enterprise culture’. This paper analyses data on the attitudes of 828 sixth formers in schools in both the state and private sectors throughout England to a wide variety of values and beliefs as well as their occupational aspirations. The results provide detailed in sights on the extent to which young people at school have adopted an ‘enterprise culture’ and, hence, its likely affects on the occupational orientations of these new entrants to the economy in the 1990s.     

Teacher Candidates' Perspectives on the Value of a Site-Based Methods Course

Abstract

In the field of teacher education, the disconnect between university-based coursework and practical field experiences has long been a concern. To make teacher preparation coursework more meaningful, some programs partner with P-12 schools to offer site-based courses. Although situated learning for novices in practice-based professions makes sense, more research is needed to determine if, how, and why site-based courses in particular may be beneficial for teacher candidates’ (TCs) learning. In this study, we used surveys and interviews with TCs, who had taken the same site-based literacy methods course, to identify which aspects of the course they found most facilitative of connections between the course content and the field. Our findings suggest working with children in classrooms, course instructors’ involvement at the school, and opportunities to discuss and reflect upon their experiences immediately after they had been in the field were the primary features of a site-based course TCs found valuable.     

Perspectives on the training of school governing bodies: towards an effective and efficient financial management system

Abstract

The argument of this paper is that the use of distance education methods is essential for the provision of all teacher education in South Africa – not just an option for a few programmes in one or two institutions. For this reason, the challenges of distance teacher education are the major challenges for achieving the goal set out in the National Policy Framework for Teacher Education and Development: ‘more teachers, better teachers’. Challenges include increasing the flexibility and location of current teacher education programmes in order to attract and support a more diverse teacher target audience, designing courses to nurture dialogue and integrate learner support, and moving beyond surface change in response to criticism. Finally, although external quality assurance processes are critical in creating a shared understanding of quality standards and the need for change, quality assessment needs to be followed up with support.     

Technical and Vocational Education in the People's Republic of China: current status and prospects

ABSTRACT

It is well known that a major change has taken place in China's economic and social development strategy since 1979. The conditions and functions of the whole educational enterprise, including technical and vocational education, have been continuously upgraded and strengthened. Technical and vocational education has taken on a new look and made considerable progress during the 1980s. This article analyses the current situation of technical and vocational education in China and subsequently highlights the policies made for its improvement in the near future.     

Leadership,Management and Education: Lessons for and from Schooling

Abstract

School based enterprise education and activities are becoming increasingly popular within Australian schools, particularly among students in senior years. However, the objectives of school based business education are still unclear, largely as the demand for activities and courses presently outstrips the development process. As such, the approach taken has centred on the ‘traditional’ style of education, with an overriding concern placed on what can ‘reasonably’ be demanded of students time and resources. This paper outlines the factors contributing to the increased popularity of school based enterprise activities in Australian schools reviewing both past and present teaching methods. An alternative approach to business education is proposed and analysis of the relative merits of this proposal undertaken. The overall objective of the alternative proposed is to remove the artificial environment associated with the approaches employed to‐date. This will require the acceptance of failure as a possible positive outcome and the consideration of issues in a broader social, community and macro‐economic context.     

Learning On-line: A review of recent literature in a rapidly expanding field

This paper is based on a review of recent literature on the use of Internet-based technologies in higher education, concentrating on the key issues and problems involved in transferring courses to an electronic learning environment. This paper attempts to fulfil the need at this point for an examination of this work, and aims to inform those who are thinking of using new technologies to deliver courses. The issue of pedagogy is discussed in relation to the design and implementation of on-line courses. The problem of a lack of participation in on-line discussion is considered and suggestions made for encouraging involvement in such activities. The issues of access and availability are considered as vital questions that need to be addressed by those involved in producing on-line courses, and advice on the nature of student support and staff development necessary in this context is outlined. The recommendations made in the literature for designing and implementing successful electronic courses will be discussed in relation to these issues. The paper concludes that a careful consideration of the warnings and recommendations made in the literature can help to produce effective and stimulating electronic learning environments.     

Foreign Language Teaching to Adults: Implicit and explicit political education

Political education may occur within skills-based subjects such as foreign languages. However, this may be problematic in that learners wish to develop linguistic rather than political skills, and teachers are unprepared political educators. A language course is also about the cultures of the peoples who speak the language, including political institutions. Politics has a logical place within a language course but the word culture does not inevitably evoke political institutions. Within Europe, language education is part of the political project of creating a more integrated market and transnational political entity. Political education is an implicit part of the study of a foreign language. This article examines some of the materials provided to adult, part-time students of the British Open University's language courses. It highlights some elements of the courses that are quite explicitly political education. It also draws on interviews with some of those involved in making the courses to explore the debates and decisions concerning the cultural content and particularly the representations of the target culture. It attempts to make explicit some of the implicit assumptions behind the making of a language course.     

From Crowther to Core Skills

Abstract

Both major political parties are currently giving a high priority to this country's quality of education, especially to its provision for 16‐19 year‐olds. Responding to persistent criticism expressed by leading industrialists and scientists of our narrow specialisation, the government produced its White Papers on further and higher education with issues of breadth and equivalence of status at their core. The purpose of this article is to trace the recent history of largely unsuccessful attempts to reform the A‐level examinations, to show why they failed and to draw some conclusions about that history which may be relevant to the contemporary political and educational debate. Firstly, it will consider the likely outlook for the Advanced Supplementary Examinations, which have been introduced as broadening devices for pupils and which are intended to coexist with traditional A‐level courses. Secondly, it will consider recent proposals to introduce core skills, a more radical initiative which seeks to incorporate identifiable common skills into both A‐level and AS courses and vocational courses. The strength and nature of past resistance to changes at A level and the mixed reception given to these initiatives inside and outside schools and colleges do not augur well for their success.     

TRANSFORMING COLIABORATION BETWEEN PUBLIC SCHOOLS AND ONE EARLY CHILDHOOD TEACHER EDUCATION PROGRAM

Abstract

For 10 years a group of early childhood teacher educators in Oregon have been developing a portfolio articulation system that students can take with them as they move through the educational sequence from high school through university. This article reports on the group's efforts to determine content of such a portfolio and how those contents should be scored. The group based their recommendations on commonalities among programs and samples of students’ work. The article also describes the contents of an articulation portfolio which includes evidence of and scores for the student's ability to observe and record children's behavior, plan for instruction, develop a philosophy of early childhood education and teach children. In addition, there is discussion of what was learned during this lengthy enterprise including the realization that articulation needs to respond to what students know and are able to do, not what courses they have taken. Readers are also given information on how to obtain a copy of the portfolio guidelines.     

Weaving the 'Seamless Web': Why higher education and further education need to 'merge' if lifelong learning is to become a reality

This paper offers evidence that universities need to create ever greater links with further education if lifelong learning is ever to become a reality. Adult learners and potential adult learners are intimidated by the mystique of the 'university' (in its cultural metaphorical sense) but would be more inclined to return to learning if the said learning could take place in the more 'friendly' confines of a further education college. Thus the trend of FE colleges offering 'higher' education courses with validation by universities is one which should be encouraged and pursued to an even greater extent than it already is.     

Test Anxiety Among Students Taking Semesterised and Traditional Courses

Abstract

A survey was conducted of the test anxiety of 154 second year students of a variety of subjects at a new British university. Half of the sample were studying on conventionally structured degree courses and half on newly semesterised degree courses. It was found that students on semesterised arts and science courses exhibited higher levels of test anxiety than did their counterparts on conventional courses but no such difference was observed for social science and business (including law) students. This finding is contrary to predictions based on a desensitisation model which would predict an attenuation of test anxiety as a result of more frequent testing under semesterised arrangements. A case is made that the character of assessment procedures, and possibly also students’ previous experience of the outcomes of assessment, contribute to an increase in test anxiety in the short to medium term. Any effects of desensitisation may only be evident in the longer term and may be opposed by other factors such as the timing of assessments under semesterised arrangements. Further research is required to fully investigate the long‐term effects of these variables.     

Information Technology in United Kingdom Initial Teacher Education, 1982–92

ABSTRACT

During the past decade the introduction of microcomputers has been a major innovation in the United Kingdom (UK). This new technology has enormous potential to improve teaching and learning and it continues to offer an exciting challenge to educationalists. This paper reviews the development of information technology (IT) in initial teacher education. The change in IT courses over time reflects the development of a more critical view on the effect of IT on teaching and learning and the cross curricular aspect of IT in the UK National Curriculum. Many issues still remain and can result in a lack of IT competence in newly trained teachers. In 1990 IT became the only skill to be specifically listed within the guidelines for teacher training accreditation by the UK government Current issues and strategies to improve IT components of initial teacher education courses are discussed.