The incorporation of the further education sector in 1993 was followed by a period of extreme turbulence. Colleges plunged into the complex task of managing huge organizations while under pressure from cuts in funding and a steady expansion in the number and range of students. While financial scandals may have attracted attention, the success of the further education sector in continuing to provide a vital educational service for millions of people has been less recognized. Despite the significant contribution of the sector to education and training, practitioners struggle to find adequate research evidence on which to base reflection and practice. They need material relevant to the specific situation of managers working w
Chapter 9: Teaching and Learning: Working with Students
Teaching and Learning: Working with Students
The Further Education Curriculum
The further education curriculum comprises the interface of students and learning. It encompasses not only learning sponsored by the national funding body, but also much other work which is supported by employers, other funding bodies, such as local authorities, and by individuals, encompassing all levels and types of qualifications. It is ‘immense and wide ranging’ (Kennedy, 1997, p. 29). To achieve any aggregated definition of the variety of education and training which it includes, only a very general statement is possible: ‘Colleges see their role in terms of providing learning opportunities which prepare individuals for their role in society and the world of employment’ (Field, 1993, p. 18).
Such a mission would ...