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Durham E-Theses Durham E-Theses The integration of tertiary education within the framework of further education with special reference to the problems envisaged in the design and implementation of sta development programmes. Richmond, Albert Edward Robson How to cite: Richmond, Albert Edward Robson (1991) The integration of tertiary education within the framework of further education with special reference to the problems envisaged in the design and implementation of sta development programmes., Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/6238/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: e-theses.admin@dur.ac.uk Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 The Integration of Tertiary Education within the framework of Further Education with special reference to the problems envisaged in the design and implementation of Staff Develop• ment Programmes. ALBERT EDUARD RGB50N RICHMOND The copyright of this thesis rests with the author. No quotation from it should be published without his prior written consent and information derived from it should be acknowledged. Thesis submitted for the degree of Master of Arts in Educa• tion, University of Durham, Department of Education. ^ 7 APR A_ C.. K.. N. 0... W.. L. E... D_ G. E_ M... E... N. I... S_ My grateful thanks to my colleagues for their responses to my questionnaire, without which a major component of this study would have been unattainable. My gratitude extends to Sam Stoker for his patience and continuing support, also to John Steel and Dr Williams for their advice on data processing. My family too deserve some credit, they have been particularly tolerant during my hours of isolation. Finally I thank Shir• ley and Peter Harrison for their combined effort in converting my notes into a neatly typed and presented, study. 11 LN.IB.O.DUCII.ON.. At the present time "Education" and "Vocational Training" in the United Kingdom are undergoing radical re-organisation, both in curriculum development and teaching methodology. As a nation we have tended to extol the virtues of academic attain• ment whilst at the same time have paid scant attention to the training of skilled personnel. It is therefore no surprise that we find ourselves trailing in the wake of foreign compe• tition, in both industrial output and commercial enterprise. The newly formed "Training Agency" has a responsible task to redress this balance, it must provide new opportunities for school leavers, a wider variety of vocational courses to choose from and sufficient recompence to encourage young people to commit themselves to a vocational career. Present education and training policies have their roots in the 1944 Education Act. It is evident too, that the influence of such eminent researchers as Spens^-'--^, Norwood^ Hadow'^ and Crowther^ have, through their recommendations, helped to mould present educational policies being pursued in post 16 education. The key to successful education and training lies in the formulation of relevant curricula, and continuous updating of them. Such curriculum development must take cognizance of changing technological developments as well as the needs of individual students. Ill This thesis examines two main themes, namely:- 1 The Tertiary system of Education and how to inte• grate it within the framework of Further Education and 2 The problems envisaged due to this integration, and the design and implementation of Staff development programmes . Within the context of the former, comparative tertiary systems at home and abroad are reviewed, albeit briefly, as a pointer to changes which might be profitable in our own systems of tertiary education. Other factors examined include: compari• sons of local systems of tertiary education: a survey of "staff reactions" to the transition to the tertiary system together with an appraisal of their views on staff development programmes . The re-organisation to accommodate the transition to tertiary education within Colleges of Further Education of necessity will effect all members of staff. Most Local Education Au• thorities have re-advertised all the posts in their colleges under "new" conditions of service, and this policy has engen• dered a degree of suspicion among members of staff. In order to promote the success of the newly introduced tertiary system it is essential that the students interests are of priority in the planning stages. This will be easier to achieve if the parties involved work in close harmony - in a convivial atmos• phere and with a common purpose. Teachers too must be involved, in both the curriculum planning IV and selection of teaching strategies. The efficacy of ter• tiary education will be enhanced if all teachers are afforded the opportunity to take part in staff development programmes. Such programmes form a major component of this study and are regarded as priority "in-service training" activities by the present government. In order that students are educated and trained to meet the needs of the 21st Century it is clear that radical changes are necessary in the present educational system - to this end tertiary education has been developed. It is hjoped that by expanding the choice of subjects, using new teaching methods and new assessment procedures that the quality of education and training will be improved. If this premiss is upheld then hopefully students will find it somewhat easier to find gain• ful employment. CONTENTS INTRODUCTION Page Numbers CHAPTER 1 Towards a Tertiary System of Education 1 4 The 1944 Education Act 4 5 Educational Reform 5 17 Comprehensive Education 18 25 Problems for Adolescents 26 29 MSC Intervention (T.A.) 30 39 The Concept of Tertiary Education 40 52 CHAPTER 2 Tertiary Education on South Tyneside 53 - 60 Tertiary Education on Wearside 61 - 73 National Tertiary Education 74 - 82 CHAPTER 3 Tertiary Education in Western Europe 83 84 Education and Training in West Germany 85 95 Education and Training in East Germany 96 98 Education and Training in France 98 106 Tertiary/Adult Education in Denmark 107 110 Tertiary and Further Education in Sweden 111 118 Tertiary and Adult Education in Norway 119 122 Community Colleges in the U.S.A. 123 125 CHAPTER 4 Problems Associated with the Introduction of Tertiary Education within the Further Education Sector 126 131 Students "Needs" in Tertiary Education 132 141 Ignoring Legislation 142 143 Warnock and Recommendations 143 144 The Governments Response to Training Needs 145 147 CHAPTER 5 Staff Development - a priority 148 - 155 Salford Education Authorities Response to Staff Development 156 - 157 Staff Development in Action 158 - 159 Staff Development in Canada and Honk Kong 159 - 160 Staff Development in the U.K. 160 - 176 Haycock and Teacher Training Requirements 177 - 180 GRIST Funding 181 - 183 Staff Develpment in South Tyneside 183 - 197 Profiles and Profiling Systems 198 - 203 VI CHAPTER 6 Survey 204 - 205 Section A - the choice of survey design - the null hypothesis 205 - 208 - the research hypothesis Section B - "the 4 study areas", namely: i) - staff development factors ii) - promotion factors 208 - 216 iii) - tertiary factors iv) - organisational factors Section C - a percentage analysis of the results 216 - 243 Section D - "Goodness of Fit", a comparison of responses 243 - 246 Section E - results ) - histograms, frequencies, distribution charts ) 246 - 256 - cross tabulation tables ) - comments ) CHAPTER 7 Conclusion 257 - 294 REFERENCES 295 - 305 BIBLIOGRAPHY 306 - 312 APPENDICES 313 - 362 VI1 CHAPTER I. TOUIARDS A_ TERTIARY SYSTEM OF EDUCATION In order to understand the present system of "Education" and "Training" in the United Kingdom, of necessity one must exam• ine the antecedents of current educational policies. Natural• ly a comprehensive study of the history of education is beyond the remit of this study but it would seem, prudent to highlight important aspects of legislation resulting from a succession of Education Acts together with recommendations made by var• ious august bodies, that have been appointed by governments, to identify problems within the educational system. "Tertiary Education" is the product of such legislation and recommendations, it was conceived as a natural progression from 5th form into a world of young adults, in which students could develop their skills and abilities across a wider spec• trum using modern teaching and learning methods supported by ample resources. It is somewhat difficult within the chrono• logical development of education to identify a point in time which was the "embryo" of the tertiary system. However, because of the fact that tertiary education is a 20th Century development it would seem appropriate to commence with the most important legislation in education this century - the 1944 Education Act^^ \ The Butler Act as it is known was to have far reaching effects on education and training in the UK. Because of the volumi• nous content only a selection of it, which has a direct bear- • ing in the development of tertiary education has been consid• ered. The Act proposed setting up a tripartite system, pri• mary, secondary and further education and it is at the inter• face between secondary and further education, where problems developed in later years. An important milestone in the Act was the raising of the school leaving age to 15, which took place in 1947 and later to 16 in 1972^^^ - this was recommend• ed by Hadow in 1926 and again by Spens^''^ "i.n 1933.
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