Literaturnachweis - Detailanzeige
Autor/in | Hughes, Maria |
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Institution | Further Education Development Agency, London (England). |
Titel | Quality Improvement in the Work-Based Sector: Summary Report. FEDA Comments. |
Quelle | (2000), (13 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
ISBN | 1-85338-567-0 |
Schlagwörter | Access to Education; Adult Education; Certification; Change Strategies; Education Work Relationship; Educational Change; Educational Needs; Educational Quality; Employment Experience; Foreign Countries; Job Training; Leadership; Literature Reviews; Needs Assessment; Postsecondary Education; Prior Learning; Private Schools; Professional Development; Program Improvement; Public Schools; Strategic Planning; Teacher Improvement; Technical Institutes; Trainers; Vocational Education; Work Experience Programs; United Kingdom Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Abschlusszeugnis; Zertifizierung; Lösungsstrategie; Bildungsreform; Educational need; Bildungsbedarf; Quality of education; Bildungsqualität; Occupational experience; Job experience; Work experience; Berufserfahrung; Ausland; Berufsqualifizierender Bildungsgang; Führung; Führungsposition; Bedarfsermittlung; Post-secondary education; Tertiäre Bildung; Vorkenntnisse; Private school; Privatschule; Public school; Öffentliche Schule; Strategy; Planning; Strategie; Planung; Technische Fakultät; Ausbildungslehrer; Trainer; Ausbildung; Berufsbildung; Großbritannien |
Abstract | The provision of work-based training in the United Kingdom was studied to identify strategies for developing and improving the work-based sector. Data were collected from the following sources: a literature review; a postal survey completed by 245 work-based training providers; follow-up interviews; and regional meetings. More than 64% of respondents had been running work-based government-funded training for 6 years or more. Many providers were working across a wide variety of qualifications and occupational areas. The study established that, despite the existence of examples of good and improving practice, new and more challenging standards for work-based learning are needed. The following areas were deemed priority areas for development: advice, guidance, and pastoral support; key skills; learning with information and computer technology; development of a self-critical, self-improving culture; leadership and strategic planning; and mandatory professional qualifications for staff. The following were among the recommendations emerging from the study: (1) teachers, employers, and career advisers should reinforce the legitimacy of the work-based route to qualifications and success; (2) providers need additional training to raise their own key skills levels above those they are teaching and assessing; and (3) detailed explanation of how practice may be developed and improved is required. (Contains 14 references.) (MN) |
Anmerkungen | Further Education Development Agency, Citadel Place, Tinworth Street, London SE11 5EH, United Kingdom, Tel: 020 7840 5302/4, Fax: 020 7840 5401, e-mail: publications@feda.ac.uk Web site: http://www.feda.ac.uk. For full text: http://www.feda.ac.uk/PDF/ISBN1853385670.PDF. |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |