Further education in England: at the crossroads between a national, competitive sector and a locally collaborative system?

Hodgson, Ann; Spours, Ken

doi:10.1080/13639080.2019.1596231

Cited by 21 publications

(12 citation statements)

References 11 publications

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“…The Coalition government abolished the LSC in 2010, and from 2017 set up the Education and Skills Funding Agency, which took over responsibility for the regulation and funding of FE provision (UK Parliament, 2017). Significantly, from 2019/20, the government devolved the adult education budget, 14 which funds the majority of adult FE in England, to six Mayoral Combined Authorities and the Greater London Authority (Foster, 2019), signalling the potential for a more co‐ordinated local and regional approach (Hodgson & Spours, 2019). New legislative provision—the Skills and Post‐16 Education Bill 2021—aims to improve the functioning of the post‐16 skills system with a lifelong loan entitlement and new powers of intervention by central government where an institution fails adequately to meet local needs (DfE, 2021c).…”

Section: Coalition and Conservative Governments: 2010 To 2021mentioning

confidence: 99%

“…The 1992 Further and Higher Education Act created statutory FE corporations-legal entities and exempt charities-which were to be funded by a government agency. Hodgson & Spours (2019) conceptualised this as a centralised/market approach, with steering by the national funding agency and an emphasis on college autonomy and competition.…”

Section: Further and Higher Educationmentioning

confidence: 99%

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Education and ignorance in the UK 80 years after Beveridge: The role of government and equality of opportunity

West

2021

Soc Policy Adm

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In the founding document of the British welfare state, the Beveridge Report, 'ignorance' was identified as one of the 'five giants on the road of reconstruction'. Dealing with ignorance meant developing education and greater equality of education to all children, with local authorities having a vital role to play. This paper focuses on the development of education policy in the UK by analysing legislative provision related to the role played by central and local government, and equality of opportunity. It argues that there have been notable changes across all phases of education. In England, central government plays a greater role than previously, and has created enduring state-controlled markets in which education institutions operate; local authorities have a reduced role. This contrasts with Scotland and Wales. Ideas about equality of opportunity have also shifted over time and vary not only between different phases of education, but also between the countries of the UK. Whilst equality of access has increased, equality of educational outcome remains elusive.

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Section: Coalition and Conservative Governments: 2010 To 2021mentioning

confidence: 99%

Section: Further and Higher Educationmentioning

confidence: 99%

Education and ignorance in the UK 80 years after Beveridge: The role of government and equality of opportunity

West

2021

Soc Policy Adm

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“…One of the factors conditioning the creation of a stable foundation for development is the skilful cooperation between higher education schools and units of local government. The need for such cooperation is underlined by many various authors (such as: Flejterski, 2011;Hodgson and Spours, 2019;Minkiewicz, 2003;Witt, 2011). The actual practice in this regard is not however satisfactory in the studied region.…”

Section: Discussionmentioning

confidence: 99%

Cooperation between the state professional schools of higher education and local government units in the context of local socio-economic development

Adamowicz¹,

Pyra²

2020

Prace Naukowe Uniwersytetu Ekonomicznego we Wrocławiu

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Universities operate in a complicated environment, in which one of the important elements are, in addition to business, local government authorities. The purpose of the article is to characterize the cooperation of local government units (LGU) with state professional schools of higher education (SPSHE) in order to create local socioeconomic development. The object of research are SPSHE from the Lubelskie Voivodeship together with LGU in which they are located. The stage of collecting primary data included surveys among LGU and SPSHE employees, which were carried out as part of broader research for the doctoral dissertation of one of the authors of the article. The survey research method was used. Research shows that such cooperation still faces numerous barriers. There is a need to establish closer cooperation between LGU and SPSHE, primarily in the area of designing local development by local government authorities in the region, as well as increasing the activity of SPSHE and LGU in cluster structures.

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“…Continuing to highlight the importance of the well-established further education principle of a clear line of sight to work is an essential foundation for any successful social partnership arrangements, and such partners should help to better ground this rhetoric in coherent further education governance arrangements. Aligning VET programmes with current and future labour market priorities involves such cooperation at local, regional and national level (Hodgson and Spours, 2019). Establishing such a line of sight in practice remains complex, as current FE college provision is not coherent with respect to entry into the labour market, which at least in part reflects the well-documented fact that England has a poorly functioning occupational labour market.…”

Section: Towards a Coherent National Systemmentioning

confidence: 99%

Developing English VET through social partnership in further education

2022

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Recent debate has highlighted the Important significance of social partnership in further education for developing new approaches to English vocational education and training (VET). There is international evidence of the contribution that well-established social partnerships between employers, unions and government can make to deliver VET effectively. It is argued that in England VET can benefit from adopting and embedding social partnership models, especially ones in which further education (FE) colleges have a local and regional anchoring role. However, to date, England has persistently failed to implement any kind of significant social partnership for various reasons – a crucial one being government reliance on an employer-led approach to VET. A prerequisite for developing social partnership in further education is to identify and garner support for promising governance and cooperation structures. Such identification foregrounds a conception of a rich civil society and economy, with local and regional partnerships being essential enablers. An examination of FE colleges as part of a VET system reviews the benefits of establishing a coordinated skills system providing coherent local, regional and national pathways for vocational, technical and skilled work. Such a national VET system would integrate universities, employer training, the school curriculum and careers.

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Further education in England: at the crossroads between a national, competitive sector and a locally collaborative system?

Cited by 21 publications

References 11 publications

Education and ignorance in the UK 80 years after Beveridge: The role of government and equality of opportunity

Education and ignorance in the UK 80 years after Beveridge: The role of government and equality of opportunity

Cooperation between the state professional schools of higher education and local government units in the context of local socio-economic development

Developing English VET through social partnership in further education

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