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Showing 1 to 15 of 16 results Save | Export
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Gilroy, Peter; McNamara, Olwen – Journal of Education for Teaching: International Research and Pedagogy, 2009
This paper presents a critical overview of the way in which higher education institutions (HEIs) in the UK have had their research activity subject to review. There have been six such reviews to date, the first two carried out by the Universities Grants Committee and, from 1992, by its replacement, the four UK higher education (HE) funding bodies…
Descriptors: Higher Education, Foreign Countries, Colleges, Evaluation
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Dennis, Carol Azumah – London Review of Education, 2016
In this paper, I check the ethical pulse of further education (FE) at the moment of its coming of age. Using a philosophical lens, I select and review post-2010 literature, to argue that FE colleges persist in a diminished form within a learning economy. In response to the managerial onslaught, the sector has adopted an ethics of survival, a…
Descriptors: Adult Education, Colleges, Leadership, Ethics
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Boocock, Andrew – Research in Post-Compulsory Education, 2013
Ethnographic research in a further education College (Borough College) between 2000 and 2005 assessed the impact of performance indicators (PIs) within a department teaching GCSEs and A-levels. Research focused on PIs integral to the Learning and Skills Council funding formula, the Common Inspection Framework and newspaper league tables, and the…
Descriptors: Adult Education, Educational Indicators, Governance, Benchmarking
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Barkas, Linda Anne – Journal of Further and Higher Education, 2011
After the 1992 Further and Higher Education Reform Act enabled polytechnics and the qualifying franchised colleges to be renamed universities or higher education institutions, the dominance of the rhetoric of skill development aggravated long-standing schisms between further and higher education about whether or not degree-level courses should be…
Descriptors: Higher Education, Qualitative Research, Research Methodology, Adult Education
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McNicholl, Jane; Blake, Allan – Journal of Education for Teaching: International Research and Pedagogy, 2013
This paper explores the work of teacher education in England and Scotland. It seeks to locate this work within conflicting sociocultural views of professional practice and academic work. Drawing on an activity theory framework that integrates the analysis of these seemingly contradictory discourses with a study of teacher educators' practical…
Descriptors: Educational Change, Teacher Education, Foreign Countries, Criticism
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Simmons, Robin – Research in Post-Compulsory Education, 2010
Further education (FE) has traditionally been a rather unspectacular activity. Lacking the visibility of schools or the prestige of universities, for the vast majority of its existence FE has had a relatively low profile on the margins of English education. Over recent years this situation has altered significantly and further education has…
Descriptors: Working Class, Political Attitudes, Adult Education, English Instruction
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Mclellan, Effie – Quality Assurance in Education: An International Perspective, 2007
Purpose: Using the UK's recent disability legislation as a trigger, the paper explores issues in evidencing competence in the current context of using assessment as a tool for learning. Design/methodology/approach: A modified version of the pragmatic method is used, in which assessment theory is used to explore the tension in assessment which is…
Descriptors: Formative Evaluation, Validity, Academic Standards, Higher Education
Berkeley, Viv – Adults Learning, 2008
The Foundation Learning Tier (FLT) is a welcome initiative that aims to support the millions of people with few or no qualifications below level 2 (one GCSE A* to C--a full level 2 is equivalent to five GCSEs A* to C). It is an ambitious project with far reaching implications. It is work in hand and, as such, its central principles are being…
Descriptors: Adult Learning, Adult Education, Foreign Countries, Apprenticeships
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Wahlberg, Madeleine; Gleeson, Denis – Journal of Vocational Education and Training, 2003
Drawing on a single case study in the Transforming Learning Cultures in Further Education (TLC-FE) project, discussed in the introduction to this volume, this article explores contrasting perspectives of tutors' and students' experiences of a General National Vocational Qualification (GNVQ). The "case in point" is an Intermediate level…
Descriptors: Foreign Countries, Qualifications, Figurative Language, Educational Change
Field, John – Adults Learning, 2004
From a learner's standpoint, Scotland's education system often looks less like a neat set of pathways than a tangled jungle. Since devolution, Scottish policymakers and the education community have set out to create a coherent and transparent set of opportunities for adult learners, of a quality to match Scotland's oft-praised unified system of…
Descriptors: Foreign Countries, Higher Education, Adult Learning, Federal Legislation
Macadam, Margaret; Sutcliffe, Jeannie – 1996
A study examined the impact of the Further and Higher Education Act (1992) on continuing education for British adults with learning difficulties. The research was conducted in three phases: survey of colleges and local education authorities (LEAs), survey of self-advocacy groups, and fieldwork visits. Funding for provision for students with…
Descriptors: Adult Education, Agency Cooperation, Ancillary School Services, Continuing Education
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Bradley, Don – Educational Management & Administration, 1996
The Further and Higher Education Act (1992) heralded a significant change in funding the British further education sector. Incorporation of colleges means that financial decisions are now made at a college level, not by local education authorities. In assuming financial accountability, colleges have struggled to make commercial decisions in a…
Descriptors: Accountability, Educational Finance, Foreign Countries, Institutional Autonomy
Clark, Janet – 2002
Some key findings from data analysis of student records and college surveys regarding non-prescribed higher education (NPHE) courses at further education (FE) colleges in England, many of which are not formally recognized as higher education, are as follows: (1) over half of enrolled students are over age 30 and enrolled part time; (2) there is no…
Descriptors: Accreditation (Institutions), Adult Education, Adult Students, Adult Vocational Education
Powell, Bob, Ed. – 1992
This publication is a record of the Parliamentary debate on adult education that accompanied the publication and eventual passage of the Further and Higher Education Act in Britain in March 1992, with a commentary on the development of major issues as the legislation proceeded. Chapter 1 provides a summary of the main measures of the act and…
Descriptors: Adult Education, Adult Learning, Disadvantaged, Educational Finance
Green, Diana, Ed. – 1994
This book reflects some of the debate following publication of the 1991 Further and Higher Education Bill, and it also draws on preliminary findings of a national research project funded by a partnership of government, business, and higher education that was designed to develop and test quality assessment methods. Chapters are organized in three…
Descriptors: College Outcomes Assessment, Competition, Educational Change, Educational Objectives
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