Partners in learning or monitors for attendance? views on personal tutorials from further education

Abstract

Among current concerns in the further education sector in the United Kingdom, the attainment and retention of students has attracted much consideration and subsequent intervention. In many colleges, tutor time and resources have been allocated to providing a personal tutorial entitlement for students that includes one-to-one discussions with an informed adult. This is seen as a strategy for improvement that will provide guidance and enhancement of individual learning, and also support for general well being in the college. This article explores the perceptions of students and their tutors of the tutorial provision in one general college of further education. Expectations and experiences are compared and contrasted. Issues of significance to students and tutors are examined, and wider implications for colleges intending to implement and develop such systems drawn.