Further education in England: the new localism, systems theory and governance

Abstract

The paper explores the changing forms of governance currently being applied to the English further education sector – changes that emphasise the importance of locality. The paper sets the sector within its socio‐economic and policy context, examining current policy changes that intend to alter the way in which the sector is managed. It relates these changes to their contextual location and to a set of conceptual notions that derive from a particular understanding of systems theory and what has been described as the new localism. It concludes that whilst these changing forms of governance are in continuity with earlier policies that had a regional dimension, they remain set on the terrain of performativity and new public sector management. Nevertheless, there remains a residual potential to develop more democratic forms of engagement in these changes.

Keywords:

• further education
• localism
• governance
• system theory

Notes

1. English colleges of further education in England bear some resemblance to community colleges in the USA and with technical and further education colleges (TAFE) in Australia. Further education colleges in England have been concerned with vocational and technical education but they do much more than this, having an important role in 16–19 education, latterly provision for 14–19 year‐olds as well as adult education. FE colleges are diverse institutions whose provision can range from basic skills to degree level work. Colleges are marked by their particular histories as well as and relatedly the local and regional contexts in which they are placed (see Lucas 2004).

2. In July 2007 the DfES was divided into two new departments, the Department for Innovation, Universities and Skills (DIUS) and the Department for Children, Schools and Families (DCSF). In June 2009, DIUS merged with the Department for Business, Enterprise and Regulatory Reform to form the Department for Business, Innovation, and Skills.

3. There are to be 14 diplomas aimed at particular vocational areas. The curriculum is to include the mandatory learning of functional skills in maths, English and IT user skills, as well as personal learning and thinking skills, and is to be delivered at three levels; foundation, higher and advanced, with the vocational curriculum being developed by the relevant Sector Skills Council (SSC).

4. Train to Gain seeks to support employers in both identifying and then meeting the skill needs of their employees. Skills Accounts will provide learners with funding that they can use to acquire skills training.

5. The Innovation unit contrasts the improvement and innovation paradigms. Next practice aligns with the latter.

 The Improvement and Innovation Paradigms

 Best Practice  Next Practice

 Current Focus  Future Focus

 Academic/policy generated  Practitioner/user generated

 Adoptive  Adaptive

 Fidelity emphasised  Context sensitive

 R&D  D&R

 Pilots  Trials

 Source: Innovation Unit (n.d.)

6. Concern has been voiced over the future financing of BSF and BCF (see BBC 2009a, 2009b).