Teaching and Learning in Further Education: the Ofsted factor

Article


Burnell, I. 2016. Teaching and Learning in Further Education: the Ofsted factor. Journal of Further and Higher Education. 41 (2), pp. 227-237.
AuthorsBurnell, I.
Abstract

The Further Education (FE) sector in the UK, or post compulsory education as
it is often referred to, has undergone some radical changes in recent years.
Historically FE is synonymous with vocational education and training, providing
communities with courses that tended to be practical, non-academic subjects.
Many FE lecturers came from industries such as construction and engineering
and they were vital in providing the subject knowledge needed by colleges to
enable them to offer a wide provision of courses. However, FE had not
undergone the regime of teacher qualifications, regulation and inspection to the
extent that schools had. In 2001, the New Labour Government began a series
of reforms that would overhaul post compulsory education with the objective of
making the sector more effective, and thereby meeting the wider objective of
creating a more productive workforce. One of the many reforms was to
introduce a system of inspection by placing FE into Ofsted’s remit. The new
reform prompted FE colleges to, for the first time, implement their own
institutional policies of observing teaching and learning (OTL) in order to
prepare for impending inspection by Ofsted. This paper examines the
implementation of the policy of OTL, with focus on one college of further
education, and scrutinises its effects on the sector.

KeywordsFurther education; post-compulsory education; lesson observation; professional development; Ofsted
JournalJournal of Further and Higher Education
Journal citation41 (2), pp. 227-237
ISSN0309-877X
1469-9486
Year2016
PublisherTaylor & Francis for University and College Union
Accepted author manuscript
Digital Object Identifier (DOI)doi:10.1080/0309877X.2015.1117599
Web address (URL)http://www.tandfonline.com/doi/abs/10.1080/0309877X.2015.1117599
Publication dates
Print14 Jan 2016
Publication process dates
Deposited04 Dec 2015
Accepted24 Jun 2015
Copyright informationThis is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 14.01.16, available online: http://wwww.tandfonline.com/10.1080/0309877X.2015.1117599.
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