Governing Education and Training Systems in England: Some Lessons from the United States. SKOPE Working Paper No. 121

Autor/in	Stasz, Cathleen
Institution	University of Oxford (United Kingdom), Centre on Skills, Knowledge and Organisational Performance (SKOPE)
Titel	Governing Education and Training Systems in England: Some Lessons from the United States. SKOPE Working Paper No. 121
Quelle	(2015), (62 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1466-1535
Schlagwörter	Foreign Countries; Labor Force Development; Educational Change; Governance; Educational Policy; Cross Cultural Studies; Community Education; Employers; Skill Development; Postsecondary Education; Vocational Education; Strategic Planning; Federal Government; State Government; Educational Quality; Quality Control; Standards; Federal Legislation; Employment Qualifications; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Ausland; Arbeitskräftebestand; Bildungsreform; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Cultural comparison; Kulturvergleich; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Post-secondary education; Tertiäre Bildung; Ausbildung; Berufsbildung; Strategy; Planning; Strategie; Planung; Bundesregierung; Bund-Länder-Beziehung; Quality of education; Bildungsqualität; Qualitätskontrolle; Standard; Bundesrecht; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; USA
Abstract	Recent changes in education and training policy in England continue to focus on creating a 'demand-led' system in an environment where public funds are dwindling and where more responsibility is being devolved away from central government. This raises questions about governance of the system, among others, and the roles that key system actors are expected to play. This paper broadly discusses education and training system policies that focus on workforce development in England and the US, especially with regard to the role of further education colleges (community colleges in the US), employer engagement, and local workforce development bodies. The focus is on governance at the post-secondary level, as the main interest is skills development after compulsory education. The US and England share a number of features and problems that affect the education and training system, such as lack of employer involvement, the lower status of sub-baccalaureate education and training providers despite their central role in delivering vocational education and training programmes, and insufficient links between education and training provision and the labour market. The most striking differences between the American and English systems are the governance and authority structures, which are stronger in the US and afford greater scope for strategic planning by states and between states and the federal level. The experiences of community colleges in working with employers to provide workforce training may be worth further investigation as further education colleges further develop this type of provision. The US experience is less instructive with regard to quality assurance or increasing employers' engagement with education. (As Provided).
Anmerkungen	Centre on Skills, Knowledge and Organisational Performance (SKOPE). 15 Norham Gardens, Oxford, UK OX2 6PY. Tel: +44-1865-611030 e-mail: skope@education.ox.ac.uk; Web site: http://www.skope.ox.ac.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01