ERIC Number: ED218512
Record Type: Non-Journal
Publication Date: 1981-Feb
Reference Count: N/A
Transition and Access. A Review of Low-Level FE Courses in the ILEA. Project Report 7.
Flower, F. D.
A majority of those people enrolling in low-level further education courses offered through the Inner London Education Authority (ILEA) lack qualifications and experience necessary to find good jobs, are disillusioned with secondary education, seldom recieve any further education, and are unemployed. To meet the needs of such students, the ILEA developed a Communications Curriculum Development Project involving workshops in various areas, including communication skills, numeracy, and vocational preparation. Particularly stressed during the project were relevance of courses to the world of work, provision of work experience, development of strategies to enable previously undermotivated students to take control of their education, and development of a skill-based rather than a knowledge-based curriculum. The following strategies are key to the ILEA program: use of multi-skills workshops, orientation towards work, provision of "vocational tasters" or career exploration opportunities, and provision of personal support. Offered by the ILEA are a variety of hybrid, linking, bridging, and special access courses in such areas as business, health, construction, arts, and retail. While the ILEA program is not without problems, it manifests a commitment to low-level further education in an urban environment and has been quite successful. (MN)
Descriptors: Access to Education, Adult Education, Continuing Education, Course Content, Course Descriptions, Curriculum, Curriculum Design, Curriculum Development, Curriculum Evaluation, Education Work Relationship, Educational Strategies, Educationally Disadvantaged, Postsecondary Education, Program Descriptions, Program Development, Program Effectiveness, Relevance (Education), Student Attitudes, Student Characteristics, Student Motivation, Urban Areas
Publication Type: Information Analyses; Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: Further Education Curriculum Review and Development Unit, London (England).
Identifiers - Location: United Kingdom (England)