EDUCATIONAL POLICIY AND ITS IMPACT ON PRACTICES IN THE LEARNING AND SKILLS SECTOR
In this assignment I will outline the current context of post-compulsory education (PCET) and ESOL and identify how key policies are currently influencing practice.
I will then examine the Skills for Life policy, how it has been implemented at Harrow College, my own role in the implementation of this policy and its current and future effect on my own professional practice.
CURRENT NATIONAL CONTEXT
Adult post-compulsory education was originally handled by Local Education Authorities (LEAs) but in 1988, the introduction of the Education and Reform Act changed this dramatically. LEAs had reduced representation on governing bodies of post-compulsory educational institutions, reduced funding responsibilities and less overall control of staffing. Following the implementation of the Further and Higher Education Act in 1992, colleges for the 16+ became Further Education colleges, no longer under LEA control. As a result of this, the Further Education Funding Council (FEFC) was set up to handle financing and also to ensure and monitor the facility requirements for those in both full (16-18) and part-time (19+) education.
The FEFC was replaced by the Learning and Skills Council in 2001, under the Learning and Skills Act. The aim of this council was to change the way education was viewed and handled for those above post-compulsory age. Goals are to widen participation and to take a broader view of adult learning as ‘Learning for Life’, rather than just as a means to an end (employment for example). It also aims to represent those previously left out of PCET, for example, the unemployed, single parents, refugees and those with physical or learning disabilities. The Office for Standards in Education (OFSTED) and the Adult Learning Inspectorate (ALI) ensure that the desired standards of adult education provision are met.