NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ870686
Record Type: Journal
Publication Date: 2009-Dec
Pages: 11
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1359-6748
Performativity and Professional Development: The Gap between Policy and Practice in the English Further Education Sector
Orr, Kevin
Research in Post-Compulsory Education, v14 n4 p479-489 Dec 2009
The New Labour government identified the further education (FE) sector as a vehicle to deliver its central policies on social justice and economic competitiveness in England, which has led to a torrent of initiatives that have increased central scrutiny and control over FE. Although the connections between social justice, economic competitiveness and education are hegemonic in mainstream British politics, they are unfounded. Therefore, FE can only fail to deliver fully the government's central programme. Thus, a gap exists between policy initiatives and practice in colleges even, paradoxically, where reforms are ostensibly successful. In order to illustrate this gap and how it is maintained this paper considers one specific reform: the statutory obligation for teachers in English FE colleges to undertake 30 hours of continuing professional development (CPD) annually. Evidence from small-scale exploratory research suggests that this initiative has had little impact on patterns of CPD, though the government's quantifiable targets are being systematically met. This paper argues that a symbiosis of performativity has evolved where the government produces targets and colleges produce mechanisms to "evidence" their achievement, separate to any change in practice and thus maintaining the gap between policy and practice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom