This study investigates the experience of seven non-traditional adults returning to education. All had won individual or group ‘adult student of the year’ awards. The main research question concerned the benefits and losses they experienced from returning to learning. Sub-questions investigated the benefits they gained by amassing and investing three forms of capital (identity, human and social), as well as their losses. A further sub-question investigated the contribution the research could make to educational practice. This was a qualitative, interpretivist research, drawing on the auto/biographical narrative approach to ascertain the influence of the researcher’s educational experiences on the way in which the students’ accounts were organised and understood. Using theme analysis, a model of the benefits and losses of learning was developed using data from interviews with the learners. Subsequently, a three dimensional, model was developed, identifying the outcomes of applying the forms of capital to three types of barrier to adult learning (dispositional, situational, institutional). The main research method was analysis of the data in the light of the relevant literature. The findings were: that individual award winners’ experiences were predominantly positive, even when they did not lead to secure, well-paid employment; that group award winners were satisfied they had improved their culinary skills and knowledge of healthy eating; that social capital, acquired mainly through establishing new social networks, was the most valuable form of capital for securing better employment: that dispositional barriers were the most problematic and most likely to bring enduring losses for participants. Further research was recommended in three areas: analysis of the content, form and delivery of basic literacy and numeracy courses; research into the employment situation of learners five years after completing their level one and two Access courses; investigation of why so few men enrol on basic skills courses.

In the early years of the twenty-first century, Scottish Further Education Colleges experienced a decline in student intake as a result of demographic changes and competition within the tertiary education sector. As a result, one such college actively sought new students from outside its core student base, specifically targeting both international students and migrant workers, most of whom speak English as a second language. Subsequently, these students have often been perceived by the academic staff as not achieving their full academic potential because of issues around English language competence. This thesis takes a case study approach, drawing on sociocultural theory, to examine the experiences of five such students and their lecturer.s in the college, in order to explore factors contributing to this perceived lack of success. The research used semi-structured interviews, as well as learning centre observations, college marketing and policy documentation and an analysis of statistical data on student academic attainment. The interviews gave five students an opportunity to talk about their experiences of the college as well as allowing eight staff members to relate their perceptions of the students. Staff were also asked about the challenges they faced as professionals in, meeting the required learning outcomes of the curriculum, while balancing the needs of students with those of the college. Both thematic and discourse analysis were applied to the data to explore structural themes suggested by the research questions around language competence, language support, educational expectations and both staff/student and student/student relationships. This analysis also exposed specific emergent themes for each group: for the students, conflicting identities as they try to balance the opportunity costs of their investment in their education against other aspects of their life: and, for the lecturers, perceptions of the 'ideal student' and their own professional identity .

No description available.

This study is concerned with the transfer and early experiences of a group of students at a Further Education College. They are a specific group of post sixteen students in their first year at college, who are studying on a bridging course and have left school with insufficient formal qualifications to transfer directly to a mainstream course, or need to develop life and social skills. The study seeks to identify sources of help which the students drew on in making the choice to come to college, and what they hope to gain from attendance. Initial perceptions about the teaching and support they are receiving at college are explored. In addition, investigation into differences between school and college is undertaken. A further area of enquiry was to find out if the label of special educational needs was meaningful to this group of students. The study also investigates whether the students felt positive about their early experiences of college life. Most of these areas of enquiry feed into the picture of inclusion in the college which was an important theme of the study. It seemed fundamental to try to find out if the operation of the course promoted inclusion within the college. The interviews took place at two points in time; in the autumn term and again in the summer so that changes over time could also be explored. In both interviews students expressed very positive views of life in college, particularly in relation to experiences in school. In college, the students felt respected, valued and secure. Their main source of help in choosing college proved to be their parents. Responses to discussion of the special needs label were varied with more negative than expected views emerging. In terms of the main theory of concerns about inclusion, the material is fascinating. It became apparent that the students felt included and safe within the parameters of their bridging course, and even at times over-protected. Clearly, however, there are issues about their inclusion in college in the widest sense. The epistemological position taken is a social constructivist and phenomenological one as the study explores life at college as these students comprehend it to be, taking into account their different experiences, perceptions and beliefs. The methodology is largely based on a grounded theory approach both in terms of the design and analysis, and adopts a case study approach. A distinctive and unusual feature of this study is the use of student co-researchers who were in their second year at college. Details of their role and involvement will be discussed in some detail.

In 1984, China lifted its control over rural-urban migration. Large numbers of rural people migrated to the Pearl River Delta for employment. However, their vocational and educational qualifications were seen as inadequate to meet the needs of modernizing enterprises run both by the state and private sector. Over the last decade, Guangdong Provincial Government and Shenzhen Municipal Government launched educational interventions – the Yuanmeng Plans - to promote migrant workers’ education. This thesis examines two such educational programmes for migrant workers from the perspective of understanding the process and practice of policy-making and teaching, and how far they addressed the needs and aspirations of the migrant workers. Drawing on ideas mainly from Deleuze and Guattari, I focus on the dynamics of power relations within and across educational institutions, especially in terms of their use of resources, rules, and events as suggested in Kabeer’s social-relations framework, and its implications for learning. An ethnographic approach was adopted, which helped overcome dualisms such as insider/outsider and researcher/researched, and investigated the processes constituted and developed by these dualisms. One-year fieldwork was conducted in the Pearl River Delta, mainly in a college for migrant workers in Shenzhen City, where I acted as a researcher and a teacher, observing and contributing to curriculum practice. Findings suggest the government combined administrative control with commercialization, as it allocated funding to educational institutions based on student recruitment. As mainly offering academic courses, the programmes focused on elite migrant workers while excluding other workers through criteria like age and literacy levels. Curriculum practices suggest that tensions existed between the traditional ideology stressing collectivism, selfless devotion and teacher-centred teaching and the new social practices promoting commercialization, personal development and interactive teaching. Migrant workers saw formal and informal learning as inseparable, which, with social connections, contributed to their livelihoods and aspirations.

This doctoral study examines young people’s political learning and participation across post-16 education and training pathways (upper-secondary school) in England. This study is prompted by recent research from across Europe and in the UK, which finds that young people who have pursued vocational pathways after the age of sixteen tend to engage less in politics (mainly voting) than their contemporaries who have taken academic pathways. Whereas the literature on the relationship between education and political participation has largely focused on the level of education, this study differs in that the focus is on the type of education pursued at post-16 (e.g., vocational or academic). While research finds that the taught curriculum and particular classroom and social practices (e.g., open classroom climate) can have a positive effect on young people’s political participation, these aspects have rarely been examined in relation to post-16 education or training pathways. Of the few studies which have examined political learning in relation to education type in other countries the general picture to emerge is that while academic programmes explicitly and implicitly encourage the qualities required for political engagement (e.g., critical thinking), vocational programmes tend to focus more on social competence and good behaviour. This study is therefore unique since it focuses explicitly on the experiences of young people’s political learning on different post-16 pathways both through their lessons and their wider school or college in England. Likewise, in terms of political practice, politics is examined in relation to not only conventional forms such as voting and political party membership, but also alternative forms (e.g., ethical shopping). To examine this topic in the context of England a mixed-methods approach was employed (survey, focus groups, interviews, and political ‘selfies’ – a visual method). Data were collected from young people in eight different types of post-16 education and training institutions in the South of England. These included three sixth-form colleges, two school sixth-forms, an independent college (academic-oriented), a further education (FE) college and a specialist training centre (vocational-oriented). The findings demonstrate differences in terms of political learning experiences. Some of the main findings suggest that those on academic-oriented courses tend to report more positively in terms of having participated in political discussions in their lessons and having taken part in practice activities such a voting in school, compared to their contemporaries on vocational courses. However there are anomalies, the results suggest that there may be differences in learning for those on lower level vocational courses and those on higher levels courses (specifically in terms of classroom climate). Likewise, it is those at the FE College that report the most positively on measures relating to experiences of student voice. Although there are some differences in terms of political practice (e.g., those on vocational courses report less interest in politics), there are also similarities across the post-16 schools and colleges visited. The study finds that many young people are dissatisfied with conventional politics and that they have a lack of political knowledge about conventional political parties and voting. A central recommendation of this study is therefore to reinvigorate the policy debate for a baccalaureate-type post-16 education in England. This type of curriculum would include a core programme of learning for all young people that would encourage socio-political learning. This could potentially help to limit inequalities in political learning across schools and colleges at post-16.

This thesis represents a ten year study of an unprecedented and hitherto unexamined period of policy development in adult education in Ireland. Using a detailed critical policy analysis of three documents considered to be landmark texts in the Irish adult education world from 1997 to 2007, it illuminates why and how this occurred, as well as its consequences. Taking account of developments in adult education and lifelong learning internationally around the same time, this case study of adult education policy in Ireland is explored through the lens of globalisation. The study is intended to inform and support policy activism in adult education in Ireland, including my own work as Chief Executive Officer of a national advocacy body in this field, as well as contribute to the field of critical policy research in education generally, and adult education specifically. The choice of a critical approach to research was informed by my position as an activist working at a high policy level in the world of adult education and follows a policy trajectory method. The study reveals how a unique convergence of national and global events triggered the proliferation of adult education policy. For some this meant the realisation of the broad humanist vision of adult education, whereas for others it represented an integral element of Ireland's future economic competitiveness. The resulting ideological battle over the type of adult education ultimately supported by the State highlights how ill-equipped adult education stakeholders are to influence the full breadth of the policy process. The thesis reveals the extent to which the policy during this time was perforated with empty rhetoric which disarmed adult education stakeholders who mistakenly believed it provided the necessary security for their vision. As Ireland, along with many other countries, seeks to rebuild its society after the collapse of the global economy in 2008, the thesis offers new insights for researchers and policymakers about similarities and differences between Ireland and other countries in relation to adult education policy. It argues that new opportunities to advocate for adult education may emerge. Against this backdrop, and drawing on the findings of the thesis, I propose an advocacy toolkit for those wishing to influence adult education policy, drawing directly on a policy trajectory approach.

As part of the increasing vocationalisation of education, a succession of Governments have identified deficiencies in what are now termed Key Skills to be a major block to enhanced worker performance and economic well-being for low-achieving students. As I teach Key Skills in an isolated College of Further Education in North West England, I am often asked by such students why they have to study Key Skills. As I wanted to find out more about such attitudes inimical to teaching and learning, this thesis reports a case study of the interconnected factors within the student biographies that have affected their life experiences and which underlie their perspectives on Key Skills. The bounded case study research in one college, involving, firstly, one cohort of first year employed engineering apprentices (N=8); a second cohort of first year college based Motor Vehicle trainees (N=8) not in employment and interview with three past and present Coordinators of Key Skills (N=3). Data was collected using three main methods: Focus Groups, individual biographical interviews (N=6) and structured interviews to provide data, including triangulation with my own perspectives and experiences. An analysis of the student data indicated significant background social structural interactive forces at play creating their Key Skills perspectives, the most important factors being social class, mediated through and by the family and peers, the locality (a traditional working class cultural dominated primary industry based town) and a form of macho masculinity. The dominant staff perspective on Key Skills is that of a deficit model of student capability, whilst the curriculum model is that of an independent Key Skills provision. Consequently, initial suggestions for the development of my own and the college practice are presented as part of an ongoing lifelong learning perspective.

No description available.

This thesis presents the findings of a research project that investigated the impact of teacher training for lecturers in post-compulsory education on engagement with continuing professional development (CPD). The majority of colleges and universities operating in the UK now ensure that all teaching staff are given access to training in skills for learning and teaching. This training can take many different forms and this research explores the potential differences in outcome and influence on engagement with CPD and lifelong learning of graduates from these programmes. For the study, nineteen lecturers from two different further education (FE) colleges (one large multi-campus college in Scotland and another in Wales) took part in semi-structured interviews and provided accounts of their professional background, training and qualifications prior to initial lecturer training, and their route into teaching in FE. Respondents talked about their experiences in lecturer training and ongoing engagement with CPD and further learning post-training. The findings indicate that respondents feel insufficient emphasis is placed on vocational skills training, meeting special educational needs and classroom management techniques. Lecturers agree that CPD in learning and teaching is very important but the research data show lack of meaningful engagement with the training options currently available. A disconnection between training and working life is becoming apparent as teacher education course providers face difficulties in meeting the pedagogic requirements of the FE sector in times of reduced funding and lack of remitted time for training. The thesis concludes with discussions focussing on the potential benefits for colleges of increasing the practical and vocational focus and content of teacher training for lecturers, whilst acknowledging the importance of recognising novice practitioner status. The requirement for access to high-quality, valid and targeted CPD is highlighted, with lecturers acknowledging the importance of training and expressing the desire to engage with relevant courses in learning and teaching.