ERIC Number: ED478940
Record Type: Non-Journal
Publication Date: 1999-Nov
Reference Count: N/A
Learning To Live with It: The Impact of FEFC Funding, Further Evidence from Fourteen Colleges.
McDonald, Lucas N.; Taubman, D.
The impact of changes in Further Education Funding Council (FEFC) funding on the further education (FE) colleges across the United Kingdom was examined in a survey of a sample of 14 FE colleges, including 11 that had participated in a previous survey. Managers and practitioners at each college were interviewed to determine the current FEFC funding methodology's impact on the FE curriculum. Selected findings were as follows: (1) the sample colleges were still in a transitional state, moving from learning about FEFC funding to learning to live with it; (2) as in the previous survey, colleges still found the FEFC data requirements onerous; (3) all levels of staff commented on the impact of increasing workloads on conditions of service; (4) nearly all respondents expressed concern about the growing use of part-time staff and the resultant collegial and planning difficulties; (5) the number of taught hours received by full-time students appeared to have bottomed out around an average of 15-18 hours weekly, including tutorial time; and (6) the changing role of teachers in the context of the growth of resource-based learning was stressed by many in the sample. The following items are appended: a summary of previous research; an overview of recent policy and funding changes; and an annotated bibliography listing 11 references. (MN)
Descriptors: Administrator Attitudes, Annotated Bibliographies, College Faculty, Colleges, Curriculum, Delivery Systems, Educational Finance, Educational Policy, Educational Research, Educational Trends, Faculty College Relationship, Financial Support, Followup Studies, Foreign Countries, Lifelong Learning, Literature Reviews, Part Time Faculty, Postsecondary Education, Public Policy, Teacher Attitudes
For full text: http://www.natfhe.org.uk/down/letoliwi.pdf.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: London Univ. (England). Inst. of Education.
Identifiers - Location: United Kingdom