Exploring supplementary education: margins, theories and methods

Myers, Kevin; Grosvenor, Ian

doi:10.1080/0046760x.2010.529835

Cited by 12 publications

(14 citation statements)

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“…Our study showed that an individual's commitments and time affected attendance. This is echoed by previous studies where time is cited as the most common barrier for engagement in learning and CPD . Previous studies also echo our findings that venue and location are important factors to consider when looking to increase attendance at training events …”

Section: Discussionmentioning

confidence: 99%

“…Supplementary education and training is being defined as education and training that is outside the remit of formalised education or any mandatory employer led training, to support ongoing CPD and lifelong learning. It is learning that is self‐driven and completed in addition to working requirements such as that run outside of formal education for school children …”

Section: Introductionmentioning

confidence: 99%

“…It is learning that is self-driven and completed in addition to working requirements such as that run outside of formal education for school children. [5,6] Supplementary education and training for pharmacy professionals, in England, is currently provided by a number of different national and local pharmacy organisations, for example, the Centre for Pharmacy Postgraduate Education (CPPE), Local Practice Forums (LPFs) and Local Pharmaceutical Committees (LPCs). Others include pharmacy employers, specialist training organisations, charities or voluntary organisations.…”

Section: Introductionmentioning

confidence: 99%

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Factors affecting a face-to-face learning event

Micallef

Kayyali

2017

International Journal of Pharmacy Practice

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Abstract:Background: Pharmacy professionals have multiple opportunities to attend learning events run by a series of providers. However there has never been a large scale evaluation of events. Currently formats of learning sessions differ by provider with no optimum model identified. Pharmacy Education South London (PESL) was formed in April 2014 for the provision of education and training for pharmacy professionals in South London, running sessions multiple times across various locations. Objective:The objective of this work is to identify factors that influence the perceived success of a face to face supplementary education and training event from the perspective of attendees.Methods: Evaluation forms from 600 participants at training events followed by semistructured individual interviews with 11 participants. Key findings:Participants over 55 years were more likely to attend lecture style events versus those aged under 25 years who attended more workshops (P <0.001); there was no correlation with gender. 57.3% (n=344) of participants agreed fully that the event increased their understanding of the topics, although only 38.5% (n=231) stated that it would change their practice. Themes influencing an event fell into three broad themes; personal reasons affecting attendance, success factors for the session and application of learning, all with related subthemes. Subthemes included commitments, convenience, awareness, topic and personal relevance, content and delivery and reference, review and action. Conclusions:In publicising events the topic, including the driver for the topic and the skills that will be obtained, the speaker and their experience plus how learning can be applied after the event should be included.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Factors affecting a face-to-face learning event

Micallef

Kayyali

2017

International Journal of Pharmacy Practice

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“…Still continuing today, the BSS movement is routinely called upon in literature as testament to the initiative of the first-and second-generation migrant parents to challenge established class-based, and increasingly racialised, educational codes of social inequality (Issa and Williams 2009;Twine 2004;Tomlinson 1985;Reay and Mirza 1997). There is a need, however, for more dedicated historical explorations of this school movement: of its diverse pedagogical and curricular practices (see Myers and Grosvenor 2011); of its gendered relations (see Gerrard 2011;Reay and Mirza 1997); of its social and political function within broader locales of black activist culture; of its inter-relation with state schooling; and of the individual experiences of its students and teachers. Such a history, requires more than just one contribution to the field, but a range of perspectives and approaches.…”

Section: Introductionmentioning

confidence: 98%

“…In this article, I therefore join with a growing collection of scholarship that works to position black people 'as social actors, as history makers, as thinkers who are central to Britain's social formation' (Warmington 2012, 11;see also Mckenley 2001;Gerrard 2011;Alleyne 2002a). Working to make visible that which can appear to sit on the 'margins' of official narratives of education (Reay and Mirza 1997;Myers and Grosvenor 2011;Gerrard 2012), I therefore aim to bring forward the history of black educational agency as a constitutive part of the wider narrative of British education -past and present.…”

Section: Introductionmentioning

confidence: 99%

Self help and protest: the emergence of black supplementary schooling in England

Gerrard

2013

Race Ethnicity and Education

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First initiated in the late 1960s, the black supplementary school movement is now approaching its fifth decade of existence. Located across England's town and city centres, this movement represents important sites of community-based education and independent black culture. The history of black supplementary schooling points to a concerted reclamation of black knowledge and culture, and the asserted capability of black students, parents, and communities. Drawing on school archives and the testimonies of ex-teachers and organisers, this article explores the historical emergence of this significant educational movement and its relationship to the state education system. Firstly, this history traces the educational and political impetus for supplementary schools, through examining the campaign and community work that instigated -and defined -them. Following from this, the ways in which black supplementary schools challenged state educational authority through their educational practices and through their active campaign work is explored. Finally, this article examines the relationship between the schools and the state, as they struggled to maintain both their autonomy and their funding.

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