Education Colleges In England Research Articles

The Friendship Gap: Investigating gender differences in adolescent friendships and mental health

Introduction Friendships are vital relationships throughout the lifespan, but become especially meaningful during adolescence. Adolescents between the ages of 10 and 18 name a friend as one of the most important people in their lives (Kiesner et al., 2004). Authentic social groups, defined as mutual social relationships that adolescents voluntarily engage in, are sources of support and companionship for adolescents, more than parents (Furman & Buhrmester, 1992). Past research shows adolescents turn to their friends most for mental health support in a crisis, yet less than half report finding the support helpful (Geulayov et al., 2022). Thus, it’s crucial to understand friendship dynamics of adolescents in order to address an appropriate intervention. Past literature has demonstrated gender differences in how adolescents approach friendships and social relationships (Lempers & Clark- Lempers, 1993).ObjectivesI aim to investigate whether girls, boys, and gender non-binary individuals differ in their perceptions of friendship quality and friendship dynamics (i.e. social support seeking) and whether these differences have implications for their mental health outcomes. By studying gender differences in friendship quality and mental health, I hope to shed light on potential avenues for promoting inclusivity and positive mental health outcomes for both gender binary and gender non-binary adolescents.MethodsA cross-sectional survey (OxWell) was administered online to students across secondary schools and further education colleges in England to assess their self-reported friendship quality. The RCADS and WEMWBS scales were used to assess depression and anxiety symptomology, and well-being, respectively. The results from the survey were analysed in R.ResultsGender-binary and gender non-binary adolescents differed in friendship quality, friendship dynamics, mental health scores, and help-seeking behaviours. Gender non-binary adolescents had the worst mental health scores and reported lowest friendship quality compared to girls and boys. Boys had the best mental health when compared to girls and gender non-binary adolescents, and were more likely to perceive support provided by their friends as helpful. Surprisingly, gender non-binary adolescents reached out to their friends the most (when compared to girls and boys) for mental health support, despite having proportionally lower quality friendships, and were the least likely to find support received from friends helpful.ConclusionsThis data presents evidence for the difference in social relationships across adolescents of all genders. It highlights the need for specialized and inclusive mental health support being made available for gender non-binary youth in England—a minoritized group in need of intervention. This data hopes to inform school-based friendship interventions targeted to improve friendships and mental health of gender non-binary youth.Disclosure of InterestNone Declared

“Not just go into a field to turn the soil over, they’ve got to understand the science behind it.” using pedagogic content knowledge to uncover teaching practice in agriculture

ABSTRACT This study explores the approach taken to teaching agriculture in further education colleges in England. There is almost no literature that focuses specifically on this group and therefore little is known about the teaching of this specialist subject area. The article begins by providing background both to the FE sector and agriculture. It then considers pedagogic content knowledge and its use as a tool for investigating and understanding practice. The findings from interviews with 17 practitioners involved in teaching agriculture are presented. These focus on beliefs on preparing learners for a career in the sector, the decision-making process when planning sessions and accounts of teaching practice. The findings suggest that there are a number of features that make teaching agriculture distinct from a more general pedagogical approach. These include the impact of context on pedagogical decisions, the value placed on theoretical and practical aspects and proximity to industry through resourcing. It is hoped that making these visible will enable the transfer of knowledge within the teaching community and promote a greater understanding of this area of provision within the further education sector.

Creating Feminist Futures by Imagining Lessons Differently: Using Speculative Fabulation and Poetic Inquiry as Methods to Trouble Classroom Expectations

ABSTRACT This article employs speculative fabulation and poetic inquiry as methods to explore the role of the body and embodied experiences in the classroom. We read ethnographic material from secondary schools in Finland and Further Education colleges in England with Donna Haraway, Karen Barad, Rosi Braidotti and Jane Bennett to trouble the practices and expectations in mainstream classrooms. By fabulating stories we demonstrate how seeing classrooms as sites of intra-action allows us as educators to see the relationships between humans and non-humans differently. By turning ethnographic data into poems we create shared experiences of lessons, perhaps invoking shared feelings and memories from our past. Above all, we strive towards a feminist future that challenges the prevailing mind/body dualism in the classroom and calls for better understanding of the diverse needs of our students by asking what if things were done differently in our mainstream classrooms?

Yes, but what happens next? Succession planning in English further education colleges

ABSTRACT In this article, we examine the role of the Principal within Further Education colleges in England and explore the often neglected issue of succession planning in the sector. To provide background and context to the current situation, key policies and developments over the past 30 years are reviewed and challenges identified. Interviews with serving Principals designed to explore the role, what leadership development was in place and whether succession planning was used have been carried out. The findings demonstrate that succession planning within colleges is underdeveloped, something particularly concerning when linked to the fact that the role is often a short term one with the turnover of people at the top of the organisation being a major concern. Whilst in some cases individual organisations took steps to identify and support those who wanted to progress this was limited and impacted by the sector environment. The participants’ responses reinforced findings from literature that the importance of succession planning was often paramount to the success of an organisation and included some suggestions as how to increase the pool of potential future leaders for the sector.

Academic staff governors’ power and professional status in the governance of further education colleges in England

ABSTRACT At a time of the British government’s heightened interest in Further Education (FE) college governance, this paper explores Academic Staff Governor (ASG)’s professional and power status at three colleges in England. The study draws upon relevant literature to identify concepts related to ASGs’ power and professional status in governance. An interpretivist stance is used to collect predominantly qualitative data through a combined methods approach. During fieldwork, evidence from semi-structured interviews; questionnaire responses, observations of governance meetings and governance documents was analysed. Findings suggest that ASGs’ insiderness; relationships, professional status and the decision-making circumstances may limit their influence in the governance of the colleges, with implications for governance quality. From the exploration, ‘The Restricted Professional Model’ has been developed to highlight the restricted nature of the ASG role with implications for good governance. For governors, organisations and policymakers, the research recommends avoiding low-power and low-status governance roles; taking action to develop ASGs’ professionality as educators; removing structural and power barriers and allowing more opportunities for ASGs to contribute to governance. Finally, future research is identified including research to establish ASGs’ professional profiles in FE and the wider impact educators’ professionality has on governance in a variety of educational institutions.

The bachelor’s degree in college systems: history, evidence and argument from England

Across major anglophone college systems, institutions in various jurisdictions have gained the authority to award the bachelor’s degree. That prospect has come late to further education colleges in England. With its long history of teaching for the bachelor’s degree, the English road to awarding powers has features in common with and different from those in North America and Australia. In the modern-day literature on college higher education in England, little attention has been given to the bachelor’s degree in its own right. Accordingly, a summary history and a digest of quantitative and qualitative evidence are assembled. Domestic debates are reviewed. Issues for policy and research are signalled. In this way, a platform is provided by which to better connect with international debates and comparisons.

Daily testing for contacts of individuals with SARS-CoV-2 infection and attendance and SARS-CoV-2 transmission in English secondary schools and colleges: an open-label, cluster-randomised trial

BackgroundSchool-based COVID-19 contacts in England have been asked to self-isolate at home, missing key educational opportunities. We trialled daily testing of contacts as an alternative to assess whether this resulted in similar control of transmission, while allowing more school attendance.MethodsWe did an open-label, cluster-randomised, controlled trial in secondary schools and further education colleges in England. Schools were randomly assigned (1:1) to self-isolation of school-based COVID-19 contacts for 10 days (control) or to voluntary daily lateral flow device (LFD) testing for 7 days with LFD-negative contacts remaining at school (intervention). Randomisation was stratified according to school type and size, presence of a sixth form, presence of residential students, and proportion of students eligible for free school meals. Group assignment was not masked during procedures or analysis. Coprimary outcomes in all students and staff were COVID-19-related school absence and symptomatic PCR-confirmed COVID-19, adjusted for community case rates, to estimate within-school transmission (non-inferiority margin <50% relative increase). Analyses were done on an intention-to-treat basis using quasi-Poisson regression, also estimating complier average causal effects (CACE). This trial is registered with the ISRCTN registry, ISRCTN18100261.FindingsBetween March 18 and May 4, 2021, 204 schools were taken through the consent process, during which three decided not to participate further. 201 schools were randomly assigned (control group n=99, intervention group n=102) in the 10-week study (April 19–May 10, 2021), which continued until the pre-appointed stop date (June 27, 2021). 76 control group schools and 86 intervention group schools actively participated; additional national data allowed most non-participating schools to be included in analysis of coprimary outcomes. 2432 (42·4%) of 5763 intervention group contacts participated in daily contact testing. There were 657 symptomatic PCR-confirmed infections during 7 782 537 days-at-risk (59·1 per 100 000 per week) in the control group and 740 during 8 379 749 days-at-risk (61·8 per 100 000 per week) in the intervention group (intention-to-treat adjusted incidence rate ratio [aIRR] 0·96 [95% CI 0·75–1·22]; p=0·72; CACE aIRR 0·86 [0·55–1·34]). Among students and staff, there were 59 422 (1·62%) COVID-19-related absences during 3 659 017 person-school-days in the control group and 51 541 (1·34%) during 3 845 208 person-school-days in the intervention group (intention-to-treat aIRR 0·80 [95% CI 0·54–1·19]; p=0·27; CACE aIRR 0·61 [0·30–1·23]).InterpretationDaily contact testing of school-based contacts was non-inferior to self-isolation for control of COVID-19 transmission, with similar rates of symptomatic infections among students and staff with both approaches. Infection rates in school-based contacts were low, with very few school contacts testing positive. Daily contact testing should be considered for implementation as a safe alternative to home isolation following school-based exposures.FundingUK Government Department of Health and Social Care.

An examination of the factors influencing students' decisions to study higher education courses in further education colleges in the UK

Although there has been much research into why young people choose whether to participate in higher education (HE), there has been far less insight into why they may choose perceived lower status institutions, even though approximately 10% of students attend HE courses in further education (FE) colleges in UK. Students from backgrounds not traditionally associated with HE participation are much more likely to attend such institutions. Explanations for this pattern of participation look to 'barriers to participation' such as academic ability, costs or identity which problematise the students' attitudes to debt and HE. This research is based on interviews with 15 students who were studying HE qualifications at a further education college in England. It finds that although the barriers to participation have an effect, many students are making strategic and even rational decisions to attend the perceived lower status institutions. Their decisions suggest that there needs to be greater recognition of the differing role that HE plays in individual life plans and greater variety in what is on offer.

Moving beyond immobility: Spatial stories of undergraduate mobility at the “local” college

AbstractIn the English higher education context, “going to” university is commonly associated with leaving the familial home at the age of 18 and moving to a new city. This article sets out to problematise dominant narratives of student mobilities, by focusing on the everyday and imagined mobilities of students who stay in place for their degree education. On the basis of data from a case study of undergraduate education in further education colleges in England, the article sets out three challenges to the binary opposition between student mobilities and immobilities. First, the simple association between immobility, disadvantage, and deficit is challenged. The second challenge complicates perceptions of traditionally mobile undergraduates. Finally, the imagined “other lives” of local students challenge their characterisation as unable or unwilling to imagine student mobility. The article both highlights and seeks to resist powerful popular understandings of mobilities and undergraduate education.

Place and student subjectivities in Higher Education ‘cold spots’

This article uses an analytical framework informed by social geographies to explore the complex relationships between Higher Education Institution, undergraduate student and place. Drawing on findings from a qualitative study exploring the experiences of college-based Higher Education students studying degree courses in Further Education Colleges in England, the article sees student subjectivities as structured through inequalities of institutional positioning in a stratified system as well as through layered local histories of industrial loss. Taken as an instance of undergraduate education in a massified and geographically unequal national context, the findings in this article offer an insight into the contradictory role played by Higher Education in its local area, particularly where a local area is defined by both a lack of and a need for increased educational opportunity.

The Closure and Re-organisation of Institution of Teacher Education in England and Wales, 1972- 1981

The closure and reorganization of the Colleges of Education in England and Wales during the 1970s will perhaps go down in the history of English education at the beginning of the end! That is the beginning of the end I of the era of affluence in higher education in Britain which characterized the sixties and early seventies and which led one commentator to characterize the dominant values of teacher education at the time as those of 'social and literary romanticism.' The erosion of such values began then and it has continued unceasingly from that day forward. This has been accompanied by a major increase in forms of bureaucratic control under the demands both of a shrinking numbers base and of increasing organizational differentiation. In many cases this process has resulted in the attempted marriage of such romantic values with those of the craft and technical tradition in English education where, in the case of the last two, the liturgy of rationality as a highly valued goal in modem industrial societies is daily intoned.

Mathematics education policy enactment in England’s Further Education colleges

England’s Further Education (FE) sector is in permanent flux with policy interpretations and translations taking place at multiple levels within increasingly large and complex multi-site organisations. Devolved responsibility gives managers considerable influence in policy enactment processes which can lead to within-college tensions between vocational and mathematics teachers. This paper examines two within-college policies affecting students’ mathematics learning opportunities: (1) subject choice, and (2) examination entry levels. These policies have produced inequitable opportunities for students on different vocational study programmes. Given the strategic importance of improving mathematics education, this paper explains how multiple actors and structures interact in the enactment of policy in complex FE college settings. Such understandings are needed to inform better policy design and implementation that in turn can improve mathematics education in Further Education colleges in England.

Reimagining academic staff governors’ role in further education college governance

This paper aims to explore Academic Staff Governor (ASG) roles at three further education colleges in England. Uniquely, the research focuses on ASG activities, the understanding of ASG roles, and aspects of the role that can be reimagined, which may be of benefit to practising governors, particularly ASGs such as further education (FE) teacher governors. The study draws upon relevant literature to identify concepts related to governors’ roles and activities. An interpretivist stance is used to collect predominantly qualitative data through a combined methods approach, and to engage with ASGs and external governors. During fieldwork, qualitative and quantitative evidence was analysed from semi-structured interviews, questionnaire responses, observations of governance meetings and governance documents. Findings suggest that ASGs’ insiderness, their affiliation with other groups and decision-making circumstances may influence their governing activities. Activities rooted in operational settings such as professional-information giving were highly valued by other governors, while there were uncertainties about the benefit of having managerial staff as ASGs. There was evidence indicating uncertainty among the college staff regarding the role of an ASG in the colleges’ boards. As a result of the study, to conceptualise an ASG’s role in FE colleges, ‘The 3 RaPs (Roles as Position/Perceived/Practice) Framework’ for an ASG’s role has been developed. The research recommends clear and specific role descriptions for ASG posts; action to allow more opportunities for ASGs to act as governors in order to transform the scope of the role. Finally, several recommendations are set out in order to address ASGs’ insiderness, to promote ASGs’ professional profiles in the FE sector and to improve the methodological approach for use in similar future research.

Nurturing resilient future citizens through value consistency vs. the retreat from multiculturalism and securitisation in the promotion of British values in schools in the UK

The controversial duty to promote British values in Schools and Further Education Colleges in England, Scotland and Wales was introduced in the Counter-Terrorism and Security Act 2015. This duty is described by some as the introduction of securitising mechanism into British Schools, for others it is a symptom of the UK Government’s further retreat from Multiculturalism. In this article, we present the duty as the most recent reconstructive intervention designed to remedy alleged failings in the education system to produce liberal British citizens and to counter the growth of extremism. In the article, we will explore how local institutions such as schools and colleges have implemented the duty in a way that defuses some of the securitising aspects of the Statutory Duty through celebrating the UK as a multi-racial, multi-faith and multi-cultural society and through ensuring that their promotion of British values is consistent with their existing value system and ethos which includes the promotion of pupils’ Spiritual, Moral, Social and Cultural Development.

The Coming of Age for FE? Reflections on the past and future role of further education colleges in England, edited by Ann Hodgson

The Coming of Age for FE? Reflections on the past and future role of further education colleges in England, edited by Ann Hodgson

Mrs Thatcher’s first flourish: organic change, policy chaos and the fate of the colleges of education

ABSTRACTThis paper revisits the abolition of the colleges of education in England and Wales, specialist providers of teacher training which were effectively eradicated in the years after Margaret Thatcher’s 1972 White Paper Education: A Framework for Expansion. Its central argument is that the way in which change was enacted thereafter represented a significant break with the model of policymaking which had held sway since the end of World War Two. Whilst more far-reaching change would come after Mrs Thatcher’s ‘conversion’ to neo-liberalism later in the decade, the fate of the colleges of education was, I argue, an important if largely overlooked episode in the history of education – especially in terms of violating the collaborative relationship between central government and local authorities which had, until that point, dominated education policy in post-war Britain.

The logic of the Incorporation of further education colleges in England 1993–2015: towards an understanding of marketisation, change and instability

This paper addresses a particular gap in the further education (FE) literature offering an analysis of Incorporation within a theory of social change developed by Fligstein and McAdam, in their work ‘A Theory of Fields’. The authors argue that FE was subjected to the introduction of a quasi-market in advance of wider neoliberal reforms in the English public sector. The paper analyses the development of Incorporation arguing the marketisation of the sector developed a logic of its own which the authors term the ‘logic of Incorporation’. This logic overdeveloped areas of ‘market’ interest while neglecting other crucial areas such as teaching and learning, professionalism and the curriculum. These neglected areas are explained using the concept of ‘unorganised social space’ (taken from an undeveloped concept in Fligstein and McAdam’s work) which remain unstable and unresolved because the very logic of Incorporation blocks the discussion of other logics, discourses or alternatives. The paper concludes that the logic of Incorporation leaves many important areas underdeveloped including the strategic place or purpose of FE itself. It proposes that FE has yet to find the stability of a ‘strategic action field’ needed to maintain itself and should be returned to some form of local or regional government ownership and control.

‘College for all’ in Anglophone countries – meritocracy or social inequality? An Australian example

This article analyses the expansion of higher education offered by technical and further education institutes in Australia and it compares this provision with the expansion of higher education in further education colleges in England, and baccalaureate degrees in community colleges in the United States. It argues that this provision can open new opportunities for students, while at the same time contributing to social inequality because not all types of higher education are equal. It uses Trow’s typology of elite, mass and universal higher education to analyse this expansion, and it uses social realism to discuss whether ‘applied’ higher education provides students with similar opportunities to students in more elite institutions. It draws from two related research projects in Australia that researched the growth of higher education in institutions outside universities to explore these issues.

Locating mathematics within post-16 vocational education in England

The political importance of mathematics in post-16 education is clear. Far less clear is how mathematics does and should relate to vocational education. Successive mathematics curricula (e.g. core skills, key skills) have been developed in England with vocational learners in mind. Meanwhile, general mathematics qualifications remain largely disconnected from vocational learning. Following a brief historical survey of mathematics within vocational education, the paper presents findings from a nested case study of student groups in three large Further Education colleges in England. The primary unit of analysis herein is student groups learning Functional Mathematics in two vocational areas: construction and hairdressing. We show how approaches to organising teaching, developing connected curricula and classroom pedagogy tend to isolate or integrate mathematics from/with the vocational experience. Integrated approaches are shown to impact positively on student engagement and attitudes to learning mathematics. The paper concludes by discussing the potential impact of academic qualifications displacing vocationally relevant mathematics.

Inspection and improvement in three further education colleges

This paper explores the relationship between inspection and improvement, especially on the leadership of teaching, learning and assessment, in three contrasting further education colleges in England. In two of the three colleges, the criteria within the Office for Standards in Education (Ofsted) Children’s Services and Skills’ Common Inspection Framework influenced improvement to only a partial degree. In the third (‘requires improvement’), the Principal felt the imperatives of re-inspection timescale very strongly and this constrained his ability to respond to what the college needed in a landscape with multiple challenges – not just that of inspection. Ofsted inspectors and inspection teams operated collaboratively within all three colleges. In the ‘requires improvement’ setting, a particularly strong sense of co-ownership of improvement emerges. The inspectorate’s new role in supporting improvement and sharing best practice is seen as less convincing and the findings raise concerns about the blending of inspection and improvement activities within the single organisation. The influence of leadership of teaching, learning and assessment went well beyond aspects evaluated through inspection. Only when an organisation is not categorised as ‘requires improvement’ by the inspectorate was it seen as safe to take risks to put strategies in place that fully address such impacts.