Those working towards QTLS are required to demonstrate a critical understanding of the Further Education (FE) sector and the role of the FE practitioner. This book clearly identifies, particularly for the student teacher with no prior experience, the social, cultural and political context of the sectors beginnings and explores how this continues to shape and constrain the sectors status and purpose, and the role and status of its teachers. The text encourages critical thinking about possible routes for change and future development. As increasing numbers of QTLS students are being encouraged to gain part of their qualification at M level, the need for an accessible and critical sourcebook about the FE sector, such as this, is essential.
Reihe
Sprache
Verlagsort
Zielgruppe
Für die Erwachsenenbildung
Illustrationen
25 Illustrations, black and white
Schlagworte
ISBN-13
978-1-909330-24-5 (9781909330245)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Thema Klassifikation
DNB DDC Sachgruppen
Dewey Decimal Classfication (DDC)
BIC 2 Klassifikation
BISAC Klassifikation
Warengruppensystematik 2.0
- Cover
- Understanding the Further Education Sector
- Series
- Title
- Copyright
- Contents
- Meet the author
- 1 Introduction: the frog waiting for a kiss
- Chapter aims
- Introduction
- Derek's farewell speech
- What's in a name?
- The fairy tale sector
- Finding your way around this book
- Taking it further
- References
- 2 Parity or prejudice? The origins and purpose of FE
- Chapter aims
- Introduction
- The Mechanics' Institutes
- The Radical Educators
- 'Useful knowledge'
- Education? What did they mean?
- Education versus working for a living
- Education, work and social class
- What today's sector has inherited
- Apprenticeships
- Equality of opportunity? The Butler Act
- A century later.
- Playing the game
- 1986-1992: All change!
- Ch-ch-ch-changes
- Taking it further
- References
- 3 Building status and dismantling the mutual damnation model
- Chapter aims
- What is the mutual damnation model?
- The vocational qualification framework
- Does a vocational curriculum necessarily have to be instrumental?
- Education, training and employability
- Teacher, trainer, instructor, assessor?
- Superteacher or masterchef?
- Taking it further
- References
- 4 Ladders, weddings and machinery: reading the White Papers
- Chapter aims
- Introduction
- The language of the White Papers
- Here come the skills: A New Training Initiative, 1981
- Standards and competence: Working Together - Education and Training, 1986
- All change! Education and Training for the 21st Century, 1991
- Choice and competitiveness: White Papers 1992-95
- Summary so far
- Metaphors we live by
- What we say and how we say it
- Taking it further
- References
- 5 Looking for FE: how the sector is portrayed in fiction and the media
- Chapter aims
- Introduction
- Mr Squeers and 'vocational education'
- Mr Kipps and the rat in the drainpipe
- Wilt meets Meat One
- Buffy and her gang
- To boldly go?
- HIGNFY
- Taking it further
- References
- 6 The Martian's eye view: what new teachers see
- Chapter aims
- Introduction
- The journals
- Reflections about learners
- Reflections about teaching
- Reflections about policies and college structures
- So what did they expect?
- Taking it further
- 7 Playing up and dumbing down? From liberal studies to functional skills
- Chapter aims
- Education or training: is there a difference?
- Pring on liberal and vocational education
- Unity or parity? The qualifications debate
- Liberal studies: who wanted them and what were they for?
- From core skills to key skills to functional skills
- Taking it further
- References
- 8 'The culture of respect': motivation and behaviour in FE
- Chapter aims
- Introduction
- Respect
- Disengagement, non-compliance and challenging behaviour
- Analysing what happened
- Disengagement
- Non-compliance
- Challenging behaviour
- Typical classroom behaviour?
- Respect, rules, razzmatazz and rewards
- Looking beyond the surface: reading and interpreting learner behaviour
- Taking it further
- References
- 9 Letters from the front: insider discourse
- Chapter aims
- Introduction
- Taking it further
- References
- 10 Conclusions and applications
- Chapter aims
- Summaries of themes and arguments
- Applying what we've learnt in practice
- Using these themes and arguments in assignments
- Ways forward: what teachers can do
- Ways forward: policy and practice
- Taking it further
- Index
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