Location of Repository

Autonomy and powerlessness: the gap between policy and practice in English Further Education colleges

By Kevin Orr

Abstract

The New Labour government placed Further Education (FE) at the centre of delivering its policies on social justice through widening participation in education and on enhancing the vocational skills of the workforce. This has led to increasing scrutiny and control of FE, and consequently a torrent of initiatives that prescribe teachers’ training and practice. Although these initiatives appear to reduce academic autonomy, they may not bring about as much change as the government would like, or there may not be the need for so many initiatives. This paper considers one such, the statutory obligation since September 2007 for teachers in FE colleges to undertake and record thirty hours of CPD each year, and argues that it is based upon impoverished and restricted notions of professionalism. However, research evidence suggests that this policy has had little impact on FE teachers’ practice, although in an act of performativity the thirty hours may be seen to be carried out in full.\ud \ud \ud Using the CPD initiative as an example, this paper analyses the gap between policy and practice in FE to analyse the restrictions on teachers’ professional and academic freedom. It also questions the government’s ability to affect meaningful change in FE when policy often reaches teachers stripped of any justification and reduced to its financial implication

Topics: L1, LB
OAI identifier: oai:eprints.hud.ac.uk:8503

Suggested articles

Preview

Citations

  1. (2004a): The ‘FENTO Fandango’: national standards, compulsory teaching qualifications and the growing regulation of FE college teachers, doi
  2. (1999). Breaking the Consensus: lifelong learning as social control doi
  3. (2008). DIUS 2008-09 business plan at a glance: investing in our future.
  4. (1998). Education and Employment (DfEE) doi
  5. (2006). Education and Skills (DfES) doi
  6. (2001). Education for Industry: a complex technicism doi
  7. (2001). Education in a post-welfare society. doi
  8. (2008). Education, globalisation and the knowledge economy A Commentary by the Teaching and Learning Research Programme London:
  9. (2007). Education, Policy and Social
  10. (1999). Further Education National Training Organisation (FENTO)
  11. (2007). Guidelines for your continuing professional development (CPD) London: IfL (available on line at www.ifl.ac.uk accessed 25
  12. (2007). How policy impacts on practice and how practice does not impact on policy. doi
  13. (2008). Improving Learning, Skills and Inclusion: The impact of policy on post-compulsory education. doi
  14. (1990). In Other Words: Essays towards a Reflexive Sociology. Stanford: doi
  15. (2002). Introduction: Meeting the Needs of the Individual and the Institution”
  16. (1999). Labour, Learning and the Economy: a 'policy sociology' perspective Cambridge doi
  17. (2005). Learning and Skills- the agenda for change: The Prospectus Coventry:
  18. (1997). Learning Works: Widening Participation in Further Education.
  19. Lifelong Learning UK (LLUK) (2006) New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector
  20. Lifelong Learning UK (LLUK) (2008b) Access to Effective and Equitable Continuing Professional Development Opportunities for Teachers, Tutors and Trainers in the Lifelong Learning Sector London:
  21. Lifelong Learning UK (LLUK) (2008c) Orientation Guidance for Qualified Teachers Entering Further Education London:
  22. Lifelong Learning UK (LLUK) (2008d) Website home page available at www.lluk.org.uk Lifelong Learning UK (LLUK) (2008e) Workforce Strategy for the Further Education Sector in England 2007-2012: Implementation Plan.
  23. (1999). Managing ambiguity: between markets and managerialism—a case study of middle managers in further education. doi
  24. (2007). Modernisation’ and the role of policy levers in the learning and skills sector doi
  25. (2003). New Labour’s double shuffle. Soundings. Available on-line at: http://www.lwbooks.co.uk/journals/articles/nov03.html accessed 28
  26. (1977). Outline of a theory of practice. doi
  27. (2001). Professionalism and trust – the future of teachers and teaching, A speech by the secretary of state for education to the social market foundation, 12 November,
  28. (2006). Prosperity for All in the Global Economy: world class skills, Final Report. London: The Stationery Office.
  29. (2003). Re-thinking trust in a performative culture: the case of education doi
  30. (1989). Social Space and Symbolic doi
  31. (2008). The Education Debate. doi
  32. (2007). The heart of what we do’: policies on teaching, learning and assessment in the new learning and skills sector. doi
  33. (1990). The Logic of Practice Stanford:
  34. (2008). The sociology of Pierre Bourdieu and researching education policy doi
  35. (2007). Translating national standards into practice for the initial teaching of Further Education (FE) teachers in England. doi
  36. (1999). Under new management: changing conceptions of teacher professionalism and policy in the further education sector doi
  37. (1993). What is Policy? Texts, trajectories and toolboxes doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.