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ERIC Number: EJ877282
Record Type: Journal
Publication Date: 2004-Sep
Pages: 2
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0955-2308
Where's the Vision?
Ecclestone, Kathryn
Adults Learning, v16 n1 p8-9 Sep 2004
A research industry is growing fast around the aim of improving teaching and learning for adults. Millions of pounds of public money are being spent on the inspection of adult learning in colleges and adult and community education, and on development projects run by the Learning and Skills Development Agency and the National Institute of Adult and Continuing Education. With all this attention to teaching and learning, it's no wonder that the Government has high expectations that huge improvements can be made. But there are some real tensions at the heart of the drive to raise standards in teaching and learning. The author states that these tensions are not least around the failure to develop a coherent understanding of the factors which result in good learning or teaching. Without a coherent theory or an understanding of factors behind the quality of teaching and learning, evidence and ideas about good teaching from inspections come to dominate the debate. Standards of learning and achievement, better inspection grades and evidence of best practice become one and the same thing. From this narrow perspective, the author believes that policy makers and other agencies working to the same policy agenda can decide "what works" and then "deliver" it to more teachers through "effective dissemination". And when this increases the number of high inspection grades, Government can say that standards of teaching are rising.
National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail: enquiries@niace.org.uk; Web site: http://www.niace.org.uk/publications/adults-learning
Publication Type: Journal Articles; Opinion Papers
Education Level: Adult Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A