The Experts below are selected from a list of 606642 Experts worldwide ranked by ideXlab platform
Simon Mcgrath - One of the best experts on this subject based on the ideXlab platform.
-
beyond aid effectiveness the development of the south african Further Education and training college sector 1994 2009
International Journal of Educational Development, 2010Co-Authors: Simon McgrathAbstract:Abstract The current dominant account of aid to Education focuses on schooling and official development assistance and talks in terms of policy work, donor harmonisation and, increasingly, budgetary support. However, this approach is limited in a number of ways. The return of international policy interest in vocational Education provides an opportunity to take a look at whether the dominant paradigm is really a solution in all cases. Through an exploration of the evolution of the South African Further Education and training, this paper illustrates the importance of looking at where a country wants and does not want to learn from. It points to the need to gaze beyond official development assistance to examine the way that dimensions such as cultural diplomacy, commercial interests and solidarity play a role in policy learning. It also draws attention to the often-varied national institutional resources for learning and the complex interplay of individuals, both local and foreign, in the learning process. Finally, it hints that many apparently minor instruments such as exile, study abroad and structured exchange visits may contribute to a far more complex web of policy-related learning than is captured in conventional accounts of policy borrowing/learning that focus on the official level. It may be that a more meaningful discussion of the effectiveness of international cooperation, rather than the more narrow notion of aid, would ensue if such perspectives were taken on board.
-
public and private Further Education and training in south africa a comparative analysis of the quantitative evidence
South African Journal of Education, 2007Co-Authors: Salim Akoojee, Simon McgrathAbstract:Publ ic and private provision of vocational Education and training (or Further Education and Training in the South African usage) exist in a relationship with each other but are rarely cons idered togethe r. An analysis is provided of recent quantitative evidence on both sectors in South Africa in order to advance the case for Further po licy and res earch work on the inter-connectivities of the two sectors. This particularly emphasises the need for better conceptions of quality and a more serious focus on equity in both sectors.
-
reviewing the development of the south african Further Education and training college sector ten years after the end of apartheid
Journal of Vocational Education & Training, 2004Co-Authors: Simon McgrathAbstract:Abstract This article analyses the progress made in transforming the public Further Education and training college system in South Africa in the first decade of democracy. It charts the evolution of policy for the sector and how it relates to broader policy development in South Africa. It examines the extent to which policy has been implemented and highlights a series of remaining challenges for the sector. The article concludes that much has been done in transforming the college sector, most notably through the creation of 50 non-racialised, multi-site colleges. However, it also notes that many of the reforms envisaged by the Department of Education remain only partially implemented. Most crucially, and inevitably, the sector continues to struggle with the challenge of developing skills in a context of extremely high youth unemployment.
-
coming in from the cold Further Education and training in south africa
Compare, 2000Co-Authors: Simon McgrathAbstract:As South Africa enters the Mbeki Presidency so the fortunes of the country are thrown into sharp relief. One of the central elements determining South Africa's short- to medium-term future will be the success of Educational transformation, particularly when it is directed to addressing issues of equity and economic development. This paper explores the 1998 reforms of the Further Education and training system in the context of broader questions of Educational and economic transformation in South Africa.
Bill Esmond - One of the best experts on this subject based on the ideXlab platform.
-
i don t make out how important it is or anything identity and identity formation by part time higher Education students in an english Further Education college
Journal of Vocational Education & Training, 2012Co-Authors: Bill EsmondAbstract:Policymakers in England have recently, in common with other Anglophone countries, encouraged the provision of higher Education within vocational Further Education Colleges. Policy documents have emphasised the potential contribution of college-based students to widening participation: yet the same students contribute in turn to the difficulties of this provision. This article draws on a study of part-time higher Education students in a college, a group whose perspectives, identities and voices have been particularly neglected by Educational research. Respondents’ narratives of non-participation at 18 indicated the range of social and geographical constraints shaping their decisions and their aspirations beyond higher Education; whilst they drew on vocational and adult traditions to legitimate college participation, their construction of identity was also shaped by the boundaries between Further Education and the university. These distinctive processes illustrate both possibilities and constraints for futu...
Bill Bailey - One of the best experts on this subject based on the ideXlab platform.
-
the establishment of centres for the training of teachers in technical and Further Education in england 1933 1950
Journal of Vocational Education & Training, 2007Co-Authors: Bill BaileyAbstract:This paper examines the beginnings of courses of teacher training for teachers in technical and Further Education in England. First the development of the technical Education sector and its distinctive part‐time nature is traced, alongside the activities of the three associations representing the colleges and their staffs. The views of these on the proposals of the Board of Education to introduce an experiment in technical teacher training in the late 1930s are considered. The wartime planning of technical teacher training as part of the emergency teacher training scheme is discussed, and the setting‐up of three centres for teacher training in technical colleges and their work up to 1950 are outlined.
-
adding value investigating the discourse of professionalism adopted by vocational teachers in Further Education colleges
Journal of Education and Work, 2004Co-Authors: Jocelyn Robson, Bill Bailey, Shirley LarkinAbstract:This article is set in the broad context of debates about the nature of professionalism, in particular the professionalism of teachers in the post‐compulsory sector. The focus is on teachers of vocational subjects in Further Education (FE) in England and on their perceptions of their role and work in preparing their learners for employment. In the context of recent changes to the vocational Education curriculum, we sought to ascertain how well they believed they were able to do this work and what constraints and opportunities they experienced in the college. Semi‐structured interviews were carried out with 22 respondents, drawn from a range of five colleges. All were teachers of either engineering, health and social care, or hospitality and catering. Data analysis involved the identification of key narratives that were used by the respondents to support a discourse (Parker, 1990) of professionalism in vocational teaching. Four frequently occurring narratives are identified, including the need to ‘add valu...
Ron James Fisher - One of the best experts on this subject based on the ideXlab platform.
-
a comparative study of lean implementation in higher and Further Education institutions in the uk
International Journal of Quality & Reliability Management, 2015Co-Authors: Andrew Thomas, Mark Francis, Ron James FisherAbstract:Purpose – The purpose of this paper is to investigate and understand the differences that exist between Educational institutions in the methods and practices employed in the development and implementation of Lean projects. Whilst many Higher Education Institutions (HEIs) are now starting their journey towards effectively implementing Lean, Further Education Institutions (FEIs) have treaded this well worn path many years previously and so the aim of this paper is to find what key features and issues FEIs have put in place to assist them in implementing Lean projects and whether HEIs can learn from such institutions. Design/methodology/approach – The paper applies two research methods in an attempt to understand the differences between the institutions and hence understand the key features that can be used to better implement Lean initiatives. First, through a series of focus groups, the authors employ a low-level form of Group Consensus Theory in an attempt to understand the organisational dynamics surroun...
Jocelyn Robson - One of the best experts on this subject based on the ideXlab platform.
-
adding value investigating the discourse of professionalism adopted by vocational teachers in Further Education colleges
Journal of Education and Work, 2004Co-Authors: Jocelyn Robson, Bill Bailey, Shirley LarkinAbstract:This article is set in the broad context of debates about the nature of professionalism, in particular the professionalism of teachers in the post‐compulsory sector. The focus is on teachers of vocational subjects in Further Education (FE) in England and on their perceptions of their role and work in preparing their learners for employment. In the context of recent changes to the vocational Education curriculum, we sought to ascertain how well they believed they were able to do this work and what constraints and opportunities they experienced in the college. Semi‐structured interviews were carried out with 22 respondents, drawn from a range of five colleges. All were teachers of either engineering, health and social care, or hospitality and catering. Data analysis involved the identification of key narratives that were used by the respondents to support a discourse (Parker, 1990) of professionalism in vocational teaching. Four frequently occurring narratives are identified, including the need to ‘add valu...
-
a profession in crisis status culture and identity in the Further Education college
Journal of Vocational Education & Training, 1998Co-Authors: Jocelyn RobsonAbstract:Abstract The current crisis in the Further Education sector has highlighted that professional group's marginality and low status. Though many professional groups would have had difficulty withstanding the kind of pressures that have been brought about by the Further and Higher Education Act (1992), it is argued here that the FE teaching profession was particularly vulnerable. The skills, qualifications and experiences of FE teachers, the nature of their work and the kind of cultures that exist in colleges are examined here in an attempt to show that the professional group lacks closure and is not clearly demarcated. In addition, the many cultures of the FE workplace, reflecting the many different occupations and roles of FE teachers, co-exist uneasily. Such factors, combined with the lack of a requirement for formal teacher training, are helping to prevent the emergence of a clear professional identity for the FE teacher, at a time when one is badly needed. Though some possibilities may exist within certa...
