How Policy Impacts on Practice and How Practice Does Not Impact on Policy

Autor/inn/en	Coffield, Frank; Edward, Sheila; Finlay, Ian; Hodgson, Ann; Spours, Ken; Steer, Richard; Gregson, Maggie
Titel	How Policy Impacts on Practice and How Practice Does Not Impact on Policy
Quelle	In: British Educational Research Journal, 33 (2007) 5, S.723-741 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Continuing Education; Public Service; Educational Practices; Educational Policy; Foreign Countries; Unemployment; Employees; Adult Education; Work Environment; Administrators; Tutors; Institutional Characteristics; Job Training; Vocational Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Weiterbildung; Public services; Öffentlicher Sozialdienst; Bildungspraxis; Politics of education; Bildungspolitik; Ausland; Arbeitslosigkeit; Employee; Arbeitnehmer; Beschäftigter; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Arbeitsmilieu; Förderlehrer; Lehrender; Tutor; Berufsqualifizierender Bildungsgang; Ausbildung; Berufsbildung
Abstract	The TLRP project reported on in this article attempts to understand how the Learning and Skills sector functions. It traces how education and training policy percolates down through many levels in the English system and how these levels interact, or fail to interact. The authors first focus upon how policy impacts upon the interests of three groups of learners: unemployed people in adult and community learning centres, adult employees in work-based learning and younger learners on Level 1 and Level 2 courses in further education. They focus next upon how professionals in these three settings struggle to cope with two sets of pressures upon them: those exerted by government and a broader set of professional, institutional and local factors. They describe in particular how managers and tutors mediate national policy and translate it (and sometimes mistranslate it) into local plans and practices. Finally, the authors criticise the new government model of public service reform for failing to harness the knowledge, good will and energy of staff working in the sector, and for ignoring what constitutes the main finding of the research: the central importance of the relationship between tutor and students. (Contains 3 figures, 2 tables and 6 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10