Further education colleges in England offer a wide range of post‐school and training provision. Recently they have undergone major transformations that resulted considerable changes to the work those teaching them. In this paper we examine how cultures learning are affected nature professional identity has changed. The considers formation amongst group trainee lecturers completing one‐year full‐time teacher‐training course at university English Midlands. Lave Wenger's on apprenticeship...

by Stephen Ball, London, Routledge, 2007, 216 pp., £22.99 (paperback), ISBN 0‐41‐539941‐6 What kind of future do we want for education and what role might privatisation the private sector have ...

This paper uses Bourdieu's concept of 'field' as a tool to examine higher education participation in England the context diversified and differentiated provision. Admissions practices for courses two institutions offering tertiary demonstrate how official rules game shape experience students moving into through HE on vocational alternative routes. These examples suggest that created 'selective' part field can have perverse effects other parts field, creating barriers rather than bridges...

What is meant by 'knowledge' in vocational education qualifications and who decides? These are significant questions a context where 'skill' the prevailing discourse. This paper reports on research project, undertaken 2010–2011, which investigated role of national stakeholders defining knowledge at levels 2 3 English framework. The explores key constituencies were this point time, how they conceptualised purpose content qualifications. study found complex mix involved design regulation...

This article explores English policy on widening participation in higher education (HE), drawing insights from a research study into transitions and 'dual sector' institutions. Although further England are divided two sectors, it is possible for one institution to offer both education. examines the nature of such institutions, shaping structuring HE transitions, as well students' experience transitions. The draws empirical two‐year which investigates changing shape England, moving between...

Distinctive forms of post-secondary education for those who do not follow well-worn academic routes from school to university are evolving rapidly across a wide range countries. Referred as H...

This article explores the issue of social mobility in relation to recent expansion higher vocational education (HIVE) by non-university providers. The post-school sector has become object policies widen access ensure greater and provide second chance those who do not complete initial Anglophone countries. Drawing on typologies training systems, generates understanding HIVE within two countries (Australia England). considers implications for widening opportunities non-traditional students...

Abstract In high participation systems of higher education, the link between undergraduate study and progression to graduate employment is increasingly tenuous. One response a growing emphasis on development employability skills preparing students take advantage future opportunities as part university study. This paper uses Bourdieusian‐based conceptualisation capitals, combined with concern for psycho‐social dimensions classed experience, consider transitions through into from working‐class...

Colleges and universities that provide both further higher education are a key component of government policies to expand participation in English undergraduate education. The opportunities for access progression made available by these organisations regarded as central. At the same time, division into sectors has implications how 'dual‐sector' is conceived developed. Drawing on early evidence from policy interviews fieldwork studies four case study institutions, influence this national...

This paper examines changing policy orientations to widening participation through college-based higher education in England. After more than 30 years of increasing and diversifying (HE) a wide range countries, such goals are coming under scrutiny countries as the United States Kingdom, an age defined by austerity public spending. The focuses on England, example opening up access one country, with parallels internationally American Graduation Initiative States. In England policies have...

The development of professional identity amongst lecturers training to teach in further education (FE) colleges England involves processes adaptation. These partly take place during teaching placement FE, as trainees navigate between their own anticipated and the identities which they feel under pressure assume engage work with students. This article explores these development, focusing particular on that trainee develop disengaged 16–19 year‐old Using case studies two lecturers, way are...

Abstract This article examines what Foundation level GNVQ students say about their learning experience drawing on findings from a case study of staff and involved in programmes at further education college. The college has Studies department, where all is taught, the reports interviews with small group seven students. It argued that most important issue for them shift being disaffected learners to becoming accepted as within In achieving this, relationships teachers are crucial, appear be...

■ This study explores teachers' beliefs in the use of English textbooks for teaching upper secondary Normal Technical (NT) stream Singapore. The NT Singapore is a form `vocational' pathway; pupils streamed into classes are considered to be academically 'weakest' amongst all three streams level. Using semi-structured questionnaire, aims identify factors influencing perceptions toward roles textbook plays language and learning. findings used infer relationship between their attitudes towards...

Abstract This paper explores the changing roles and purposes of vocational education for young people in what has been called a ‘knowledge’ society, using General National Vocational Qualification (GNVQ) as an example. qualification dominated broad, vocationally‐related route within English qualifications system throughout 1990s. The considers how lecturers college further understood role purpose GNVQs, ways which they engaged mediating national policy practice, through their engagement with...

The article draws on the findings of a longitudinal study an opportunistic sample full‐time further education trainee teachers attending English new university. commenced in 2002 seeking to examine processes through which entered profession. Initially research explored routes followed and experiences that led trainees enter teacher training. This was accompanied by interest trainees' their placement colleges. final stage project upon fieldwork conducted 2004/05, seeks accounts teaching...

This paper is concerned with changing constructions of teaching and learning in the further education (FE) sector England. It explores how current changes may be affecting development lecturers' professional identity, drawing upon a small‐scale study trainees on full‐time FE teacher training programme academic year 2001–2002. Our underlying concern possibilities for democratic forms practice within context work. The considers make sense pedagogic relations, such work might inform debates...

Following the Kennedy Report, lifelong learning Green Paper and 1999 White Learning to Succeed , post compulsory education would appear be at forefront of Labour's training policies. This article examines way trainee teachers an English university understand lecturer's role within pedagogic, curricular policy context post-16 learning. It locates these understandings by comparing them with those held more established staff as well setting against further education. seeks explore social...

This paper explores ways in which university students articulate understandings of their class positions and perceptions opportunities for social mobility. The promise that participation higher education (HE) would lead to mobility all has been central the project widening participation. However, twenty-first century, graduate employment have not kept up with high rates HE participation, divisions become more visible rather than being reduced. Based on a longitudinal study undergraduates...

The current paper draws on data derived from a small‐scale ongoing longitudinal study of further education trainee teachers. It examines their experiences during and after the completion training. was conducted at university in English Midlands sets trainees' within socio‐economic policy context. This addresses six respondents, exploring trajectory into sector, orientations towards pedagogic relations enacted professionality. concludes by suggesting that educational commitment to tenets...