Collaborative Good Practice between Local Authorities and the Further Education Sector. LGA Research Report

Autor/inn/en	McCrone, Tami; Southcott, Clare; Evans, Kelly
Institution	National Foundation for Educational Research
Titel	Collaborative Good Practice between Local Authorities and the Further Education Sector. LGA Research Report
Quelle	(2009), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9067-9237-4
Schlagwörter	Foreign Countries; Adult Education; School Districts; Young Adults; Adolescents; Partnerships in Education; Government School Relationship; Administrative Organization; Educational Research; Local Government; Vocational Education; Interviews; Guidance; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; School district; Schulbezirk; Young adult; Junger Erwachsener; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Hochschulpartnerschaft; Bildungsforschung; Pädagogische Forschung; Gemeindeverwaltung; Ausbildung; Berufsbildung; Interviewing; Interviewtechnik; Beratung; Großbritannien
Abstract	In 2010 planning and funding responsibilities for 16-19 year olds will be transferred from the Learning and Skills Council (LSC) back to the local authorities (LAs). LAs will have responsibility for commissioning and funding all education and training for young people up to the age of 19, making them the strategic lead for all children's services from 0 to 19. This will create a unified and coherent system for young people aged 14-19 (and 14-25 for learners with learning difficulties and disabilities (LLDD)) at local, sub-regional and regional levels. The Local Government Association (LGA) commissioned the National Foundation for Educational Research (NFER) to undertake research in order to provide evidence of good practice in terms of collaborative partnerships between LAs and FE colleges where formal and informal relationships were perceived to have contributed to positive outcomes for young people in terms of progression and engagement in education. This paper presents key findings from nine case-study areas. In total 40 semi-structured interviews were conducted (21 at LA level and 19 at provider level) between April and July 2009. The evidence from this research has indicated that the key elements of effective collaboration have influenced the range of educational and training provision, transition support and information, advice and guidance (IAG). IAG which, in turn, have contributed to a positive impact on young people's outcomes. However, while this finding indicates successful collaboration has contributed to planning and enhancing the range and quality of provision and support for transition, there appeared to be less current emphasis on IAG at a time when comprehensive, independent, impartial guidance for young people might be viewed as essential due to the changes in 14-19 education and training provision. A technical appendix is included. (Contains 1 table and 1 figure.) [This report was sponsored by the Local Government Association.] (ERIC).
Anmerkungen	National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10