Research in Post-Compulsory Education, vol. 12, 2007, p. 181-192
This paper describes a project based in a disadvantaged area which is aimed at helping children and their families achieve their potential. Parenting classes held at a community college (a comprehensive school with provision for adult education) have led to the development of a suite of courses leading to formal qualifications and employment in work with children. Most of the participants have been women. Even participants with a history of low educational attainment have gained qualifications which have enabled them to find a job working with children.
M. Souto Otero
Research in Post-Compulsory Education, vol.12, 2007, p. 193-207
This article enquires why some countries have specialised their further education provision more than others, focusing on three types of specialisation: by subject, by geographical area and by age group. It is argued that the degree of specialisation in further education provision is shaped by student demand, inputs such as availability of specialised equipment and suitably qualified staff, the regulatory framework, and the presence of a local network of supporting clusters, in terms of both industry clusters and clusters of training providers. This analytical framework is applied to the situation in New Zealand, Germany and the Netherlands, and lessons for England are drawn. It is concluded that the UK's current specialisation profile suggests that greater efforts should be made to increase geographical specialisation, whereas action to stimulate further specialisation by subject and age group should be subject to caveats.
M. Ramsden, R. Bennett and C. Fuller
Policy Studies, vol. 28, 2007, p. 225-245
Current British government economic development policy emphasises regional, sub-regional and local scale, multi-agent initiatives that form part of national frameworks to produce a 'bottom up' approach to economic development. These initiatives are expected to include private sector businesses, local and central government organisations, education and training providers, the voluntary and community sector, and public sector agencies. An emphasis on local, multi-agent initiatives was also the mission of Training and Enterprise Councils (TECs). Using new survey evidence, this article tracks the progress of a number of initiatives established under the TECs, using the TEC Discretionary Fund as an example. Survey evdence is used to confirm that many projects set up by the TECs continue to operate successfully under new partnership arrangements.
Department for Education and Skills
London: TSO, 2007 (Cm 7065)
The central proposal presented for consultation is that:
In order for the changes to succeed, suitable programmes of learning must be available for all young people, all must receive advice and guidance to help them to choose the right course, employers must offer training opportunities, and a registration system must be put in place to ensure no-one slips through the net.
Department for Innovation, Universities and Skills
London: TSO, 2007 (Cm 7181)
In order to sustain and improve the country's position in the global economy, the government has committed itself to making it a world leader in skills by 2020, benchmarked against the top quartile of OECD states. The government intends to approach the challenge by: