A New Learning and Skills Landscape? The central role of the Learning and Skills Council

This is the first paper from a project which is part of the Economic and Social Research Council’s Programme of research into “Teaching and Learning”. The project, entitled “The Impact of Policy on Learning and Inclusion in the New Learning and Skills Sector”, explores what impact the efforts to create a single learning and skills system (LSS) are having on teaching, learning, assessment and inclusion for three marginalised groups of post-16 learners. Drawing primarily on policy documents and 62 in-depth interviews with national, regional and local policymakers in England, the paper points to a complex, confusing and constantly changing landscape; in particular, it deals with the formation, early years and recent reorganisation of the Learning and Skills Council (LSC), its roles, relations with Government, its rather limited power, its partnerships and likely futures. While the formation of a more unified LSS is broadly seen as a necessary step in overcoming the fragmentation and inequalities of the previous post-16 sector, interviewees also highlighted problems, some of which may not simply abate with the passing of time. Political expectations of change are high, but the LSC and its partners are expected to carry through ‘transformational’ strategies without the necessary ‘tools for the job’. In addition, some features of the LSS policy landscape still remain unreformed or need to be reorganised. The LSC and its partners are at the receiving end of a series of policy drivers (eg planning, funding, targets, inspection and initiatives) that may have partial or even perverse effects on the groups of marginalised learners we are studying

All change for the learning and skills sector?

Using data from a three-year project funded under the ESRC Teaching and Learning Research Programme, this paper examines two major questions: How has the organisation of the learning and skills sector (LSS) in England changed as a result of recent policy? What are the implications of these reforms? We draw on the theoretical work of policy analysts such as Ball and Newman, as well as our own conceptual work, to make sense of 15 major policy documents and over 130 in-depth interviews with European, national, regional and local policy-actors carried out during the period 2004 to 2007. Having described recent reform in the LSS, we argue that the government appears to have moved from a ‘planned’ and unified to a more directive and market-oriented model of governance. We discuss the implications of this policy shift and introduce the concept of a ‘devolved social partnership system’ as a possible way forward for the sector

Learners in the English Learning and Skills Sector: the implications of half-right policy assumptions

The English Learning and Skills Sector (LSS) contains a highly diverse range of learners and covers all aspects of post-16 learning with the exception of higher education. In the research on which this paper is based we are concerned with the effects of policy on three types of learners – unemployed adults attempting to improve their basic skills in community learning settings, younger learners on Level 1 and 2 courses in further education colleges and employees in basic skills provision in the workplace. What is distinctive about all three groups is that they have historically failed in, or been failed by, compulsory education. What is interesting is that they are constructed as 'problem learners' in learning and skills sector policy documents. We use data from 194 learner interviews, conducted during 2004/5, in 24 learning sites in London and the North East of England, to argue that government policy assumptions about these learners may only be 'half right'. We argue that such assumptions might be leading to half-right policy based on incomplete understandings or surface views of learner needs that are more politically constructed than real. We suggest that policy makers should focus more on systemic problems in the learning and skills sector and less on problematising groups of learners

‘Modernisation’ and the role of policy levers in the Learning and Skills Sector

This paper examines the changing use of policy levers in the English post-compulsory education and training system, often referred to as the Learning and Skills Sector. Policy steering by governments has increased significantly in recent years, bringing with it the development of new forms of arms-length regulation. In the English context these changes were expressed during the 1980s and 1990s through neo-liberal New Public Management and, since 1997, have been extended through the New Labour government’s project to further ‘modernise’ public services. We look here at the changing use of policy levers (focussing in particular on the role of targets, funding, inspection, planning and initiatives) over three historical phases, paying particular attention to developments since the formation of the Learning and Skills Council (LSC) in 2001. We conclude by considering the range of responses adopted by education professionals in this era of ‘modernisation’

Geschehen und Tat im Reifungsprozess des Menschen

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Zum Ursprung der Religionskritik von Ludwig Feuerbach

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A comparison of the pyrolysis of olive kernel biomass in fluidised and fixed bed conditions

The use of thermogravimetric analysis to describe biomass kinetics often uses bench top thermogravimetric analyser (TGA) analysers which are only capable of low heating rates. The aim of this research was to compare experimental fast pyrolysis of Olive kernels in a bespoke laboratory thermogravimetric fluidised bed reactor (TGFBR) characterised by rapid heating rates at high flow rates, compared to a smaller bench scale fixed bed TGA system. The pyrolysis in the TGFBR was analysed by using the isothermal kinetic approach and it was theorised that the pyrolysis decomposition reactions occurred by two mechanisms depending on the temperature, resulting in an activation energy of 67.4 kJ/mol at temperatures below 500 °C. For comparison, a bench scale TGA was used to look at the thermal behaviour in different fixed bed thermal conditions giving a higher activation energy of 74.4 kJ/mol due to the effect of external particle gas diffusion. The effect of biomass particle size (0.3–4.0 mm) on the conversion of biomass at different temperatures, was investigated between 300 and 660 °C in the TGFBR. The results suggested inhibition of internal gas diffusion was more important at lower temperatures, but in comparison had no significant effect when measured in the fixed bed TGA at lower heating rates. Bench top TGA analysis of pyrolysis is a rapid and valuable method, but is limited by smaller sample sizes and lower heating rates. In comparison, the conditions encountered with the laboratory scale TGFBR are more likely to be relevant to larger scale systems where heat distribution, heat transfer and mass diffusion effects play major roles in the reactivity of biomass

Pain and Sleep are Associated in Fibromyalgia Patients

This poster explores whether a correlation exists between lack of sleep and fibromyalgia pain

A comparison of laboratory coal testing with the blast furnace process and coal injection

The injection of coal through tuyeres into a blast furnace is widely adopted throughout the industry to reduce the amount of coke used and to improve the efficiency of the iron making process. Coals are selected depending on their availability, cost, and the physical and chemical properties determined by tests, such as the volatile matter content, fixed carbon, and ash content. This paper describes research comparing the laboratory measured properties of injection coals that were used over a two-month production period compared to the process variables and measurements of the blast furnace during that study period. In addition to the standard tests, a drop tube furnace (DTF) was used to compare the burnout of coals and the char properties against the production data using a range of statistical techniques. Linear regression modelling indicated that the coal type was the most important predictor of the coal rate but that the properties measured using laboratory tests of those coals were a minor feature in the model. However, comparisons of the Spearman’s correlations between different variables indicated that the reverse Boudouard reactivity of the chars, prepared in the DTF from the coals, did appear to be related to some extent to the coal and coke rates on production. It appears that the constant process adjustments made by the process control systems on the furnace make it difficult to identify strong correlations with the laboratory data and that the frequency of coal sampling and the coal blend variability are likely to contribute to this difficulty