Provision for students with learning difficulties in general colleges of further education - have we been going round in circles?

This is a PDF version of an article published in British journal of special education© 2006. The definitive version is available at www.blackwell-synergy.com.This article discusses the current situation for students with severe learning difficulties in general colleges of further education. Findings are presented from a critical review of the literature and a small-scale preliminary investigation which set out to explore the idea that, despite radical changes to the special school sector and to the structure and organisation of further education, provision in colleges of further education for these students is poorly focused. Students with severe learning difficulties experience provision that is, at best, circuitous and repetitive and that, at worst, leads individuals back into dependence, unemployment and social segregation. Using the outcomes of interviews and the scrutiny of inspection reports, a searching critique of current practice and an interesting set of recommendations for ways in which the situation could be radically reviewed and improved is provided

Critical Perspectives on Modern Languages in Scottish Further Education 2000-2002

The research in this thesis focuses on issues surrounding modern language provision within Scottish further education during the period 2000-2002. The study analyses the arguments regarding the place of modern language study within Scottish further education (FE) as expressed in formal and informal discourses, and assesses the influence of socio-cultural and socio-historical assumptions on these discourses. To this end, a multi-strand and multi-level research model was adopted, examining official and other public documents, together with views expressed by stakeholders from five Scottish FE colleges and from industry. These were analysed both on their own terms and by taking into account changes in the external context. The initial focus of the study centred on the motivational characteristics of student participants. However, changes in the external context prompted the inclusion of further data into the research design and a shift of methodological emphasis, exploring the ways in which assumptions underlying data collection procedures related to labour market information and uptake of individual FE subjects may be contributing to a continuous re-affirmation that 'English is enough'. The validity of this assertion and the authority accorded to it are called into question. It is argued that the belief will increasingly limit Scottish FE students' potential to participate as self-confident and self-determining individuals in a global and multilingual economy for which their vocational education and training is ostensibly trying to prepare them. Some suggestions, arising from the research, for a more inclusive language education policy are considered

Civilising the natives? Liberal studies in further education revisited

This paper uses Basil Bernstein’s work on pedagogic discourses to examine a largely neglected facet of the history of vocational education – the liberal studies movement in English further education (FE) colleges. Initially, the paper discusses some of the competing conceptions of education, work and society which underpinned the rise and fall of the liberal studies movement – if indeed it can be described as such. It then draws on data from interviews with former liberal and general studies (LS/GS) lecturers to focus on the ways in which different variants of liberal studies were, over time, implicated in inculcating certain forms of knowledge in vocational learners. Whilst it is acknowledged that LS/GS always represented contested territory and that it was highly variable both in terms of content and quality, the paper argues that, at least and under certain circumstances, liberal studies provided young working-class people with the opportunity to locate their experiences of vocational learning within a critical framework which is largely absent from FE today. This, it is argued, can be conceptualised as an engagement with what Bernstein described as ‘powerful knowledge’

Therapeutic Relationships - Understanding Behaviour: outcome 2

Powerpoint presentation describing outcome 2 of the 'Therapeutic Relationships: Understanding Behaviour' unit (Unit code: FN26 34) of the HNC Care and Administrative Practice qualification. Outcome 1 requires the student to "Discuss how a knowledge of psychological theories can help a care worker to understand behaviour in a care context" and the content of the presentation covers a number of psychological theories and how they relate to care work.

Therapeutic Relationships - Understanding Behaviour: psychological approaches worksheet

Worksheet on psychological approaches to be used as part of the 'Therapeutic Relationships: Understanding Behaviour' unit (Unit code: FN26 34) of the HNC Care and Administrative Practice qualification. The worksheet provides a summary of some key theories and then asks students to summarise them in their own words.

Construction crafts: roof tiling

Unit Code: DM7N 10. These notes are provided to support teachers and lecturers teaching the Construction Crafts: Roof Tiling unit. These materials include both tutor and student support sections, providing guidance on course content, as well as quizzes and exercises for students work through in class.

Learning through practice: outcome 1 resources

This learning and teaching resource pack introduces and describes the first learning outcome of the mandatory unit 'Learning through practice' (Unit code FN2934), which is part of the HNC Care and Administrative Practice qualification. The purpose of the outcome is to "assess the practical application of health and safety legislation".

HNC Care and Administrative Practice: results

This document provides a matrix for assessing work carried out by students on the HNC Care and Administrative Practice qualification (FN3D 34). It includes criteria for assessing work and feedback sheets for each stage of the course.