How effective are collaborative approaches for widening participation in further education and training?

Abstract

This study examines the different types, and effectiveness, of collaboration used by providers to widen participation in further education and training in England between 2001 and 2003. The first section, an introduction, sets a scene for the study and definitions are offered for the main terminology – collaboration and widening participation. The political, economic and policy contexts for the study are also briefly introduced. A review of relevant literature, pertaining to collaboration is carried out in the second section to set a context and establish a rationale for the study. A case‐study approach employing multiple methods of data collection is used to answer the questions in the third section. The case‐study locations are described in the fourth section. Conclusions from analysing the data suggest that collaborative practices can be effectively used to recruit members of ethnic minority communities (as defined by the Learning and Skills Council – see Tables 7–10) and the long‐term unemployed onto further education and training programmes. The evidence is, however, less conclusive regarding the contribution of collaborative approaches to enabling members of these communities to achieve their learning aims. A number of recommendations are made for improving collaborative practices.

Keywords:

• educational opportunity
• disadvantaged
• training
• further education
• participation
• cooperation in education

Notes

*Acacia College is a pseudonym.

*Ash Adult and Community Education is a pseudonym.

*Palm Adult and Community Education is a pseudonym.

*Oak College is a pseudonym.