It's Not "Just" the Economy, Stupid

Autor/in	Flint, Colin
Titel	It's Not "Just" the Economy, Stupid
Quelle	In: Adults Learning, 19 (2007) 2, S.8-11 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0955-2308
Schlagwörter	Adult Education; Adult Learning; Foreign Countries; Public Policy; Educational Opportunities; Educational Policy; Educational Change; Postsecondary Education; Educational Objectives; Government Role; Role of Education; Labor Force Development; Economic Factors; Educational Strategies; United Kingdom (England) + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Ausland; Öffentliche Ordnung; Bildungsangebot; Bildungschance; Politics of education; Bildungspolitik; Bildungsreform; Post-secondary education; Tertiäre Bildung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsauftrag; Arbeitskräftebestand; Ökonomischer Faktor; Lehrstrategie
Abstract	In contrast to traditional public administration in which public managers were responsible for meeting service targets set by politicians (e.g. a top-down, bureaucratic approach) and new public management (a more market-driven approach to public service provision that aimed to reduce the reach of government), public value aims to put the "public" back in public service by placing citizens at the heart of service reform. In further and adult education, however, the voice of the public is not heard at all, at least in areas that might influence the offer being made. The public that used to queue up to enrol for adult education classes at the beginning of the academic year is doing so in ever-declining numbers, because what they used to queue up for is becoming less available and more costly. This, according to this author, is the direct result of the iron hand of government and its agents. Educational opportunity for adults has been uncompromisingly reshaped in an attempt to get it to produce what the Government has decided is required. This, then, is public value defined as that which it is believed will give most value for public money. In this article, the author sketches a few of the possibilities for reform; possibilities that will be further developed in a NIACE conference at the end of this month and in a book of papers, drawn from a series of seminars on public value, to be published shortly. The idea for the book came out of the work that led to "Eight in Ten," the report on the state of adult learning in colleges of further education in England, published by NIACE in 2005. Suggested reforms include an educational vision for post-compulsory education, a robust, sophisticated, and national system of credit, and time for the agreed-upon systems to work. (ERIC).
Anmerkungen	National Institute of Adult Continuing Education. Renaissance House, 20 Princess Road West, Leicester, LE1 6TP, UK. Tel: +44-1162-044200; Fax: +44-1162-044262; e-mail: enquiries@niace.org.uk; Web site: http://www.niace.org.uk/Publications/Periodicals/Default.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10