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

‘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’

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

Dependence of Deodorant Usage on ABCC11 Genotype:Scope for Personalized Genetics in Personal Hygiene

Earwax type and axillary odor are genetically determined by rs17822931, a single-nucleotide polymorphism (SNP) located in the ABCC11 gene. The literature has been concerned with the Mendelian trait of earwax, although axillary odor is also Mendelian. Ethnic diversity in rs17822931 exists, with higher frequency of allele A in east Asians. Influence on deodorant usage has not been investigated. In this work, we present a detailed analysis of the rs17822931 effect on deodorant usage in a large (N∼17,000 individuals) population cohort (the Avon Longitudinal Study of Parents and Children (ALSPAC)). We found strong evidence (P=3.7 × 10(−20)) indicating differential deodorant usage according to the rs17822931 genotype. AA homozygotes were almost 5-fold overrepresented in categories of never using deodorant or using it infrequently. However, 77.8% of white European genotypically nonodorous individuals still used deodorant, and 4.7% genotypically odorous individuals did not. We provide evidence of a behavioral effect associated with rs17822931. This effect has a biological basis that can result in a change in the family's environment if an aerosol deodorant is used. It also indicates potential cost saving to the nonodorous and scope for personalized genetics usage in personal hygiene choices, with consequent reduction of inappropriate chemical exposures for some

(Invited) towards a vertical and damage free post-etch InGaAs fin profile: dry etch processing, sidewall damage assessment and mitigation options

Based on current projections, III-Vs are expected to replace Si as the n-channel solution in FinFETs at the 7nm technology node. The realisation of III-V FinFETs entails top-down fabrication via dry etch techniques. Vertical fins in conjunction with high quality sidewall MOS interfaces are required for high-performance logic devices. This, however, is difficult to achieve with dry etching. Highly anisotropic etching required of vertical fins is concomitant with increased damage to the sidewalls, resulting in the quality of the sidewall MOS interface being compromised. In this work, we address this challenge in two stages by first undertaking a systematic investigation of dry etch processing for fin formation, with the aim of obtaining high resolution fins with vertical sidewalls and clean etch surfaces. In the second stage, dry etch process optimisation and post-etch sidewall passivation schemes are explored to mitigate the damage arising from anisotropic etching required for the realisation of vertical fins

'The heart of what we do': policies on teaching, learning and assessment in the learning and skills sector

One of the stated aims of government policy in England is to put teaching, training,and learning at the heart of the learning and skills system. This paper provides a critical review of policies on teaching, learning and assessment in the learning and skills sector over the past five years. It draws upon data collected and analysed in the early stages of an ESRC-funded Teaching and Learning Research Programme project. Using evidence from policy sources, we argue that despite policy rhetoric about devolution of responsibility to the 'front line', the dominant 'images' that government has of putting teaching, learning and assessment at the heart of the Learning and Skills Sector involves a narrow concept of learning and skills; an idealisation of learner agency lacking an appreciation of the pivotal role of the learner/tutor relationship and a top-down view of change in which central government agencies are relied on to secure education standards