Your search found 19 results.

Descriptors:
Expertise; Foreign Countries; Leadership Responsibility; Instructional Leadership; School Business Officials; Principals; Administrator Attitudes; Administrative Change; Change Strategies; Leadership Role; Performance Factors; Partnerships in Education; Quality of Working Life

Abstract:
School leadership is significant for student learning, but increased workload and complexity are believed to be in part responsible for the difficulties internationally in managing succession, with experienced leaders leaving the profession prematurely and potential future leaders reluctant to take on the role. This article draws on a national government-funded programme of inter-school collaborations in England. Focusing on data from four primary clusters, it explores head teacher perspectives on the ways in which the expertise of a senior School Business Manager was seen to be supportive of head teacher succession within these partnerships through its impacts on the working life of the head teacher at different career stages. (Contains 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Research; Educational Researchers; Trust (Psychology); Accountability; Role of Education; Continuing Education; Adult Education; Needs; Educational Policy; Context Effect

Abstract:
Our primary objective in this paper is revisit a debate that was articulated 25 years ago in this journal in which it was argued that the idea of meeting needs in adult and continuing education is a myth. We extend the original analysis of need and apply it to the case of educational research. We look at the policy context, which has, in the intervening period, increasingly reflected the neo-liberal emphasis upon accountability and measurement. Taking into account the discussion stimulated by Hargreaves and followed through by Tooley on the supposed "poverty" of educational research in the UK, we show how the discourse of need has been sustained. Using the Transforming Learning Cultures (TLC) project in the Teaching and Learning Research Programme (TLRP) as an exemplar, we show that, despite the constraints that are imposed upon researchers by the funding and accountability frameworks of the Economic and Social Research Council (ESRC), the researchers on that project have nonetheless made significant and important contributions in the field that they have researched. By way of outcomes, we argue for an approach to the commissioning of educational research from bodies such as the ESRC that will allow researchers to frame their projects in ways that do not meet current prescriptions. In conclusion, we suggest that what is needed is a greater level of trust which will allow researchers to set the research agenda themselves, rather than be driven by the needs identified and specified by policymakers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Time Perspective; Consumer Economics; Life Style; Purchasing; Social Systems; Social Exchange Theory; Historiography; Television; Adult Education; Adult Learning; Validity; Learner Engagement; Historical Interpretation; Mass Media Effects

Abstract:
In this paper, we argue against the over-simplistic accusation that the media "dumb down" the study of history. Instead, we critically examine the contemporary presentation of history on British television within a framework of analysis of commodification and consumption. We argue that central to the debate is the idea that whilst television history serves to entertain, it also has the potential to be educative, provided that issues of historiography are raised and debated, particularly those that emerge from commodification for popular consumption. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Educators; Justice; Social Attitudes; Personal Narratives; Autobiographies;  ; Adult Education; Equal Education; Politics of Education; Social Responsibility; Global Approach

Abstract:
As part of a larger research project examining the biographies of university adult educators who entered the field between 1975 and 1985, the aim of this paper is to highlight a number of themes that have emerged from this investigation around the issue of sustaining commitment to social purpose. Our objective was to find out whether those in the sample had, on entry, a commitment to social justice and change and whether they have been able to sustain that social purpose since then. We have analysed some stories collected from a particular cohort of educators (of which we ourselves are part), in order to further understanding of the way that members of this group conceptualise social purpose and construct their identities, and of the ways in which their praxis has been shaped as a result. In the process, a number of themes have emerged, reflecting the political and cultural contexts of the last quarter of the twentieth century, and these form the focus of this paper. This is appropriate for this anniversary issue of the "International Journal of Lifelong Education," as both our and others' experience of working in university adult education as teachers and researchers used in this study corresponds almost exactly with the period during which the "IJLE" has been published; we entered this field in 1978--1979. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cultural Awareness; Cultural Differences; Curriculum; Higher Education; Interdisciplinary Approach; Research; Undergraduate Students

Abstract:
Describes the curriculum of Brown University, a curriculum that honors the Emersonian ideal of individual self-realization while it addresses the challenges of cultural difference. Points out that interdisciplinary exploration and undergraduate research are the key components of Brown's distinctive curriculum. (SLD)

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Descriptors:
Adult Education; Continuing Education; Guides; Politics of Education; Race; Sociology

Abstract:
Includes a review by Malcolm of the new Handbook of Adult and Continuing Education and proceedings of a symposium on the handbook from the Standing Conference on University Teaching and Research in the Education of Adults (31st, London, England, July 2001). Addresses issues of knowledge production in the education of adults. (Contains 23 references.) (SK)

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Descriptors:
Civil Rights; Cultural Pluralism; Democracy; Educational Policy; Equal Education; Lifelong Learning

Abstract:
Social inclusion appears to be an unconditional good. Examination of social policy studies and poststructuralist philosophy suggests that "inclusion" is positioned within a philosophy of identity that denies difference and is thus exclusionary. Promoting social inclusion heightens awareness of difference. The rights of those who choose not to be included must be protected. (Contains 35 references.) (SK) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Administrator Attitudes; Cost Effectiveness; Developed Nations; Education Work Relationship; Educational Benefits; Educational Research; Foreign Countries; Postsecondary Education; Student Experience; Vocational Education; Work Environment; Work Experience Programs

Abstract:
To establish the prevalence and perceived value of realistic work environments (RWEs) in colleges and their use as learning resources, all further education (FE) sector colleges in Great Britain were surveyed in the summer of 1998. Of 175 colleges that responded to 2 questionnaires for senior college managers and RWE managers, 127 had at least 1 RWE and, on average, each responding institution had three RWEs. Long-established RWEs in catering, hair-dressing, and beauty therapy were still the most common; secretarial and reception services were strong; and newer RWEs in tourism and theater reflected an increase in jobs. Almost two-thirds of RWEs had existed for five years or longer; fewer than 5 percent were less than one year old. RWE customers were almost evenly divided between local residents and college staff or students. Nearly half of RWEs provided training and assessment opportunities for more than 50 students per week, others for fewer than 20. The mean number of staff in an RWE was seven. Student benefits were assessment opportunities, motivation, skills development, and experiencing the transition between education and working life. Major concerns were resourcing issues and striking a balance between offering the service as an enterprise and using it as a training resource. Senior managers valued service provision over income generation. Other concerns were continuity of service and working to capacity. (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Action Research; Adult Basic Education; Adult Education; Adult Educators; Adult Learning; Adult Literacy; African Culture; Afrocentrism; Black Education; Blacks; Cultural Pluralism; Democracy; Developing Nations; Disadvantaged; Educational Change; Educational Objectives; Educational Practices; Educational Research; Educational Supply; Educational Technology; Educational Theories; Equal Education; Feminism; Foreign Countries; Global Approach; Higher Education; International Educational Exchange; Labor Education; Learning Processes; Lifelong Learning; Literacy Education; Models; Nonformal Education; Outcomes of Education; Participation; Partnerships in Education; Politics of Education; Popular Education; Racial Discrimination; Research Methodology; Role of Education; Rural Education; Sex Discrimination; Social Change; Theory Practice Relationship; Vocational Education; Womens Education

Abstract:
The following are among the 104 papers included: "Vocational Education and Training Partnerships in Remote Aboriginal Communities" (Arnott, Dembski); "Participation in Adult Education" (Benn); "Learning Organisations" (Bierema); "A Conceptual Framework for Understanding the Institutional Dynamics Involved in a University's Response to an Allegation of Racism" (Bishop); "An Analysis and Critique of Transformation Theory and Adult Learning" (Boucouvalas); "Research in Adult Learning" (Brew); "Reforming Australian Education and Training" (Brown); "Challenging Metrocentrism" (Butler); "Life at the Glass Ceiling" (Caffarella, Clark, Ingram); "Crossing Borders and Breaking Boundaries" (Cavanagh); "Learning as a Non-unitary Self" (Clark); "New Education Policy Directions in South Africa" (Cooper); "Globalisation and a Pedagogy of (Dis)location" (Edwards, Usher); "Learning to Learn" (Ettling, Hayes); "Postgraduate Education and Adult Education" (Ferrier); "The Significance of African-American Language and Learning in an Adult Education Context" (Flowers, Sheared); "Intimate Cultures of Learning" (Fraser, West); "Technologies of Compliance in Training" (Garrick, Solomon); "Learning Trajectories" (Gorard et al.); "The Political/Economic Boundary of Adult and Continuing Education" (Grosjean); "Crossing Borders in Research in Adult Education" (Hake); "The Practice of Guidance in an Employee Development Programme" (Harrison); "Demand and Supply of Adult Education and Training" (Houtkoop); "Beyond Facilitation in Adult Education" (Johnson-Bailey, Cervero); "Epistemology of Groups as Learning Systems" (Kasl, Marsick); "Vocational Education and Really Useful Knowledge" (Kilminster); "Is There a Boundary between Formal and Nonmoral Education?" (Kilpatrick); "Identifying Groups of Learners through the Use of Learning Strategies" (Kolody, Conti, Lockwood); "Understanding Adult Student Learning Using Theories of Academic Literacy" (Lea); "Working Class Culture, Adult Education and Informal Learning" (Livingstone); "Action-Based Research" (Lucas, Davies, Cochrane); "Restructuring Adult Education" (McIntyre); "Afri-centricity" (Mashengele); "Boundaries and Quality" (Millar); "Challenging Boundaries in Adult and Higher Education through Technological Innovation" (Miller, Leung, Kennedy); "Minority Women at the Iron Borders of Academe" (Mojab); "Research Findings on the Effectiveness of Guided Imagery/Visualisation as a Technique in the Facilitation of Transformative Learning" (Morton); "Workers as Learners and Learners as Workers" (Payne); and "On Formal, Non-formal Lifelong Learning" (Percy). (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Apprenticeships; Cooperative Planning; Coordination; Curriculum; Delivery Systems; Education Work Relationship; Educational Cooperation; Financial Support; Foreign Countries; National Surveys; Noncollege Bound Students; Partnerships in Education; Postsecondary Education; Questionnaires; School Business Relationship; Technical Institutes; Vocational Education; Youth Programs

Abstract:
Modern Apprenticeships, which were introduced in 1994, allow young people in the United Kingdom who do not want to commit to full-time further education the chance to achieve a National Vocational Qualification in their field while continuing in employment. The different models for delivery of Modern Apprenticeships that have been developed in further education were examined in a study of 12 further and higher education colleges delivering one or more Modern Apprenticeships. The sample, which was selected to reflect a cross-section of program sizes, occupational areas, geographic locations, and college settings, represented more than 25 different Modern Apprenticeships. Data on models of delivery, funding matters, partnerships and competition, and progression were collected through two site visits of each college and a questionnaire administered to college representatives. Each college supported more than one delivery scheme. Modern apprentices were employed predominately by small- to medium-sized enterprises. It was concluded that delivery of Modern Apprenticeships could be facilitated by General National Vocational Qualifications. In 75% of colleges, funding was allocated on an outcome basis. (Appended are the numbers of current registrations of modern apprentices on schemes offered by colleges in the project and the study questionnaire.) (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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