• A Guide to instrumentalism: Initial teacher education in the lifelong learning sector

      Atkins, Liz; University of Huddersfield (01/01/2011)
      This paper provides a critique of the competence based approach to teacher education in the Learning and Skills Sector. This critique is made at a time of consultation of proposed developments to the current standards, which are due for implementation from 2012 and which will involve only minor changes. The existing, Lifelong Learning UK (LLUK) standards were introduced in September 2006 following withdrawal of the old FENTO standards (FENTO, 1999) which had been subject to criticism that they did not meet the needs of trainee teachers and did not adequately reflect the developmental nature of Initial Teacher Education (ITE). The revised standards were intended to reflect this developmental process, and to contribute raising standards and the professionalisationof the sector (DfES/Standards Unit 2004); however, even before their introduction concerns were raised about over-regulation (Lucas, 2004:49). Despite a significant level of investment in the new standards, what eventually emerged has been subject to even greater criticism than the FENTO standards (e.g. see Lucas, 2007; Finlay et al 2007; Gleeson and James, 2007 and Simmons and Thompson 2007). Key features in this criticism have been the narrow concept of learning and skills, and the lack of recognition of both the wider dimensions of professional practice and the importance of knowledge. Contextualised within this literature, this paper argues that the detailed and prescriptive competency based structure of contemporary teacher training in the FE sector, together with wider regulation such as Ofsted and LLUK endorsement requirements, is productive of teachers who are instrumental and conformist but who lack the knowledge to engage with the concerns for social justice which are fundamental to working in the FE sector. In turn, these teachers deliver an instrumental and competency based vocational curriculum which, the paper argues, is complicit with other systems and structures in education in the reproduction of labour and of social class. The paper also draws on literature addressing issues around assessment (Ecclestone, 2010) and professionalism (e.g. Gleeson and James, 2007; Bathmaker, 2006) as well as class based critiques of the FE system which draw on work by, amongst others, Avis, (2007), Atkins (2009) and Colley (2006). The arguments in this paper are also supported by a deconstruction of the current standards. This deconstruction has been used to identify what is and is not supported or promoted by the standards in the context of education and wider notions of professionalism and to problematise them in the context of contemporary literature.
    • Academic freedom and the diminished subject

      Hayes, Dennis; University of Derby (Taylor and Francis, 2009)
    • The academics vs the bureaucracy

      Hayes, Dennis; University of Derby (spiked Ltd., 2016-09-21)
      Why the Stern Review of the Research Excellence Framework (REF) could mean the end of the university as we know it.
    • Advancing ambitions: the role of career guidance in supporting social mobility

      Hooley, Tristram; Matheson, Jesse; Watts, A. G.; University of Derby (The Sutton Trust, 2014-10)
      Career guidance describes activities which support individuals to learn about education and employment and plan for their future lives, learning and work. These activities contribute to social mobility, helping people to discover and access opportunities that might exist outside of their immediate networks. They also encourage individuals to challenge their pre-existing assumptions about what they are capable of and to develop practical strategies to operationalise their aspirations.
    • Advising on career image: perspectives, practice and politics

      Yates, Julia; Hooley, Tristram; University of East London; University of Derby (Taylor and Francis, 2017-02-17)
      This article analyses qualitative data gathered from a survey of career practitioners on the issue of career image (n = 355, 75% female, 89% white and 78% from the UK). Findings reveal three key themes which represent how career image relates to practitioners’ values and beliefs, how practitioners make decisions about whether to address the topic in their practice and the strategies they use to address career image with their clients. Findings are discussed with reference to Watts’s socio-political ideologies of guidance. The data indicate that career practitioners are often uncomfortable about discussing career image, but address it where they believe that it is important to their clients’ success. While some practitioners believe the existing structures to be unjust, they generally seek to address this injustice at the individual level rather than seeking any kind of social transformation.
    • Affect: knowledge, communication, creativity and emotion

      Ecclestone, Kathryn; Hayes, Dennis; Oxford Brookes University; University of Derby (Futurelab, 2008-12)
      Concerns about emotional well-being have recently become the focus of social policy, particularly in education settings. This is a sudden and unique development in placing new ideas about emotion and creativity and communication in curriculum content, pedagogy and assessment, but also in redefining fundamentally what it is to ‘know’. Our report charts the creation of what we call an ‘emotional epistemology’ that may undermine all previous ideas about epistemology, draws out implications for educational aspirations and purposes and evaluates potential implications for these aspirations and purposes if trends we identify here continue into the future.
    • Alternative schooling

      Flower, Annie; Cottle, Vanessa; University of Derby (Pearson Education Limited, 2011)
      This chapter provides you with a general introduction to approaches to education and school curricula by considering examples of schools from Europe and the USA, which have a role in providing alternative curricula to the English National Curriculum and also considers educational policy.
    • An Absence of Policy: Vocational education and special educational needs

      Atkins, Liz; Northumbria University (Routledge, 06/07/2013)
      Vocational programmes at the lowest levels have been subject to significant criticism, not least from Government sponsored reports both before and after the last election (eg. Working Group on 14-19 reform, 2004; Wolf 2011). The Coalition government has, in common with earlier administrations, focussed policy initiatives on higher level and higher status vocational education. This paper explores the tension between this reality and the rhetoric of inclusion which forms much of the narrative of education policy. It considers this in the context of the implications of vocational education policy for the most marginalised young people: those with special educational needs and the poorest post- 16 outcomes, who are engaged with vocational education at its lowest levels and who are ambivalently positioned between mainstream education and special educational provision. The paper suggests that whilst some recent policy initiatives, such as the introduction of University Technical Colleges and the proposed Technical Baccalaureatemay be successful in raising the esteem of some types of specialised vocational education, they will also reinforce different degrees of exclusion and in/equalities within vocational education. It concludes that broad vocational courses at lower levels, held in low esteem and conferring little or no educational advantage, are likely to persist in the absence of any proposals for a meaningful alternative. Finally, it calls for concerted action in terms of both research and curriculum development to which could lead to more meaningful education at this level.
    • ‘ … and now it’s over to you’: recognising and supporting the role of careers leaders in schools in England

      Andrews, David; Hooley, Tristram; University of Derby (Taylor and Francis, 2016-11-11)
      There is a long history of teachers and schools being involved in the delivery of career education and guidance. As the breadth of career education and guidance activity in English schools grew throughout the twentieth century it became increasingly necessary to have an individual within the school responsible for leading and managing this activity (the careers leader). The transfer of responsibility for career guidance from local authorities to schools following the Education Act 2011 has intensified the need for this role. There have been various attempts to conceptualise and professionalise the role of careers leader and to develop appropriate training and support. This article defines the role and the rationale for the role, sets out its history and makes recommendations for the future professionalisation of the role. It is argued that this will include recognition of the role by policy, professionalisation and the development of a career structure and the development of appropriate training and CPD.
    • Assessment: Evidence-based teaching for enquiring teachers

      Atherton, Chris; Poultney, Val; Sir John Deane's Sixth Form College; University of Derby (Critical Publishing, 2018)
    • A beacon for guidance : how the International Centre for Guidance Studies has been influencing policy and practice for 16 years

      Hyde, C.; University of Derby, iCeGS; East Midlands Oral History Archive (iCeGS University of Derby, 2014-06)
      The publication documents the history of the International Centre for Guidance Studies (iCeGS) at the University of Derby. It focuses on how the centre has influenced policy and practice in the careers sector over the last 16 years.
    • Beyond brexit

      Hooley, Tristram; Institute of Student Employers (Institute of Student Employers, 2019-04)
      The original Brexit timetable has fallen by the wayside. Given how the process to exit the EU has gone so far, this seems unlikely to be the final twist in the story. We are at the end of the beginning of Brexit rather than the beginning of the end. Negotiations about Britain’s future relationship with Europe will go on for years, possibly decades. And that is saying nothing of the way in which Britain’s own politics, policy and law might develop once it is untethered by EU regulation. The question for members of the ISE will be how this may make a difference to the way in which student recruitment and development works.
    • The ‘Blueprint’ framework for career management skills: a critical exploration

      Hooley, Tristram; Watts, A. G.; Sultana, Ronald G.; Neary, Siobhan; University of Derby (Taylor and Francis, 2013)
      This article examines the Blueprint framework for career management skills as it has been revealed across sequential implementations in the USA, Canada and Australia. It is argued that despite its lack of an empirical basis, the framework forms a useful and innovative means through which career theory, practice and policy can be connected. The framework comprises both core elements (learning areas, learning model and levels) and contextual elements (resources, community of practice, service delivery approach and policy connection). Each of these elements is explored.
    • Building a progression culture: exploring learning organisations’ use of the Progression Matrix

      Moore, Nicki; Hooley, Tristram; University of Derby (International Centre for Guidance Studies, University of Derby, 2011-09)
      This research paper explores the implementation of The Progression Matrix in schools, colleges and other learning organisations such as training providers. The project builds on existing research on The Progression Matrix and finds evidence which suggests that the approach provides a useful conceptual model around which learning organisations can re-orientate their practice and deliver enhanced progression for learners.
    • Building motivation, achievement and progression online: evaluating Brightside's approach to online mentoring

      Hooley, Tristram; Hutchinson, Jo; Neary, Siobhan; University of Derby, iCeGS (iCeGS, University of Derby, 2014-08)
      This report sets out the findings of an independent evaluation of Brightside conducted by the International Centre for Guidance Studies. Brightside is a charity that seeks to raise young people’s aspirations and awareness about education and career pathways and enhance their capability to achieve those aspirations. A mixed methods approach to evaluation was taken which combined interviews with Brightside staff and partners (representatives of organisations that used Brightside) with analysis of existing web statistics collected by Brightside, an online survey of mentees and a detailed content analysis of a sample of online mentoring conversations. Overall the evaluation found that Brightside is well regarded by its partners, and provides a tool which delivers high quality mentoring and clear impacts for participants (mentees). It is particularly effective in helping young people to transition to higher education by helping them to think about which university they want to apply to, and supporting them through the application process.
    • Building motivation, achievement and progression online: evaluating Brightside's approach to online mentoring. Executive Summary.

      Hooley, Tristram; Hutchinson, Jo; Neary, Siobhan; University of Derby, iCeGS (iCeGS, University of Derby, 2014-08)
      This report sets out the findings of an independent evaluation of Brightside conducted by the International Centre for Guidance Studies. Brightside is a charity that seeks to raise young people’s aspirations and awareness about education and career pathways and enhance their capability to achieve those aspirations. A mixed methods approach to evaluation was taken which combined interviews with Brightside staff and partners (representatives of organisations that used Brightside) with analysis of existing web statistics collected by Brightside, an online survey of mentees and a detailed content analysis of a sample of online mentoring conversations. Overall the evaluation found that Brightside is well regarded by its partners, and provides a tool which delivers high quality mentoring and clear impacts for participants (mentees). It is particularly effective in helping young people to transition to higher education by helping them to think about which university they want to apply to, and supporting them through the application process.
    • Building online employability: a guide for academic departments

      Longridge, Debra; Hooley, Tristram; Staunton, Tom; University of Derby (International Centre for Guidance Studies, University of Derby, 2013-06)
      This guide will help academic departments to support students to think about their careers and to use the online environment wisely. Used badly the array of social media and online technologies can seriously disadvantage a students’ career development, but if used well they can support students to find out about and transition into their future career.
    • Business games and enterprise competitions. What works?

      Hanson, Jill; Cox, Annette; Hooley, Tristram; The Careers and Enterprise Company; University of Derby (The Careers & Enterprise Company, 2017-11-03)
      This paper provides the underpinning evidence on business games and enterprise competitions. Schools, colleges and providers of careers and enterprise programmes are invited to use this evidence to inform the programmes that they are running and developing. The paper draws together academic and ‘grey’ literature (such as policy papers, speeches and programme evaluation reports), with the aim of, first, clarifying possible impacts from business games and enterprise competitions and, second, exploring what effective practice looks like.
    • Business games and enterprise competitions. What works?

      Hanson, Jill; Hooley, Tristram; Cox, Annette; University of Derby (Careers and Enterprise Company, 2017-09)
      This paper provides the underpinning evidence on business games and enterprise competitions. Schools, colleges and providers of careers and enterprise programmes are invited to use this evidence to inform the programmes that they are running and developing. The paper draws together academic and ‘grey’ literature (such as policy papers, speeches and programme evaluation reports), with the aim of, first, clarifying possible impacts from business games and enterprise competitions and, second, exploring what effective practice looks like.