TLearning in FE is shaped by complex
cultural relationships. Improving learning
depends upon recognising this
complexity.
The nature of good learning and teaching
varies from context to context. What
counts as ‘good’ is a value judgement.
Learning outcomes are many and varied.
Not all are beneficial to learners or to
society.
Current policy and managerial approaches
are damaging learning in FE, due to
inadequate and unstable funding and too
much focus on measured outcomes.
The most effective way to improve learning
in FE is to change learning cultures, by
increasing positive synergies and reducing
dysfunctional tensions.
Improved learning in FE requires adequate
and stable financing, consistency in policy
objectives over time and enhanced
professionalism from staff.
There is a need to recognise a greater
range of valuable learning outcomes. A
good outcome for a particular student may
contradict policy objectives.
The national management of FE should
concentrate on creating greater local
professional autonomy and expertise,
through auditing learning improvement
processes against published principles.
Teaching