Ofsted and Adult learning Inspectorate
London: 2003 (HMI 1779)
The framework will be used to inspect the provision of non-higher education and training for 14-year-olds and the effectiveness of strategic planning across an area. Area inspections are intended to report on:
Guardian Society, October 14th 2003, p.4-5
Most young people are failing to get adequate careers guidance from Connexions, the national advice service for young people, because it is having to focus resources on government targets to cut the numbers of disaffected 16-to 18-year olds, colleges claim.
London: 2003 (HMI 1367)
The report reveals that the government's strategy has successfully attracted more adults than ever back into the classroom to learn basic literacy and numeracy. However, poor teaching and weakness in the initial assessment of students have led inspectors to call for a sharper focus on the quality of education and training available for low-skilled learners.
N. Farmakopoulou and N. Watson
International Journal of Inclusive Education, Vol. 7, 2003, p. 223-240
The study examines disabled children's experiences of further education in Scotland. It maps out the different options for disabled students in both mainstream and segregated colleges, and looks at how such opportunities help with social inclusion. A case study of two colleges demonstrates that although disabled students are generally satisfied with their support and facilities in mainstream colleges there is still room for improvement, for example in lecturer awareness and provision of disabled toilets. Students outside mainstream colleges have mixed feelings about their experiences, particularly with regard to their courses. Some enjoy learning just for learning's sake, but others lack motivation due to the difficulties of getting a job after leaving college. Many students feel that integrating into mainstream society after a segregated college education is almost impossible. The study concludes that although there are many reasons why disabled students attend further education colleges the main benefit appears to be social. Students wish to meet new people and to be part of a group and placing them in a segregated college leads to their status in the community being continually devalued. Changes to the system must occur.
J. Holyfield and C. Brace
Working Brief, issue 148, 2003, p.16-17
Argues that vocational qualifications in the UK should be restructured to end the confusion amongst learners about their status and value. Differences between vocational qualifications should be clarified so that everyone knows what gaining a qualification represents. Vocational technical certificates should be taught in well resourced places of learning such as further education colleges, so that students are given the skills and knowledge they need to do a job. National Vocational Qualifications should be used in the workplace to assess if employees are competent.
Journal of Education and Work, Vol. 16, No. 3, September 2003
The Scottish Credit and Qualifications Framework (SCQF) was launched in 2001 to create a "national language" for describing qualifications, reduce barriers to learning and promote a culture of lifelong learning. The article explains the history and development of SCQF before looking ahead to its part in a wider process to "unify" the education and training systems.
Department for Education and Skills, 2003 (Research report; RR490)
The survey provides the first national profile of adult literacy and numeracy skills. It covered 8,730 respondents aged 16-65. Key finding include:
However, many respondents had a high level of awareness of, and practical skills in, ICT applications.