Organizational Context in Post 16 Education in the UK - Essay Example

Organizational context in post 16 education The work is devoted to the discussion of the post 16 education in the United Kingdom in organizational context, which means, that the post 16 education will be viewed from several different angles - national and local structures, financial structures and constraints, quality assurance and guidance for students. The aim of the paper is to critically evaluate the organizational structure of the post 16 education in the UK. It should be noted, first, that education up to the age of 16 in the UK is compulsory, and Government plays the decisive role in encouraging young people to stay in the field of education at the age of 16-19. Simultaneously, the organizational structure of the post 16 education is rather complex and can be delivered through several different means: (Lea, 2003) '- schools; sixth form colleges; further education colleges; universities; other higher education institutions; continuing professional development; distance learning; adult and community education.' According to Walkin (2000), 'young adults must realize their full potential as active and effective members of society at large, and at all kinds of public and voluntary bodies, thus it is the state responsibility to provide the necessary models for young adults' action and participation'. To follow this task and to provide effective and efficient post 16 education, there has been developed a national and local system of post 16 educational establishments. On the national level, the main organization responsible for the post 16 education is the national Learning and Skills Council. Its main responsibilities lie in 'funding and planning education and training for over 16-year-olds in England'. (Learning and Skills Council, 2003) The strategic aim of the organization is to give the young 16-year-old adults in England the best skills for further education and work in the world. The work of the LSC is made more efficient through the well developed operating structure, which has its offices in 47 local areas. The LSC is not responsible for the post 16 education in the Universities. The center of LSC success in the area of post 16 education lies in the fact that it was able to bring together the skills of the Training, Enterprise Councils and the knowledge of the Further Education Funding Council, together with making the cooperation with employers, community groups and learning providers closer and more effective. From the critical viewpoint, the LSC should be also involved into the area of University education for 16-year-old, as the centralization of functions will bring the desired high control over the whole system of post-16 education and the realization of the most urgent needs and means of achieving the strategic goals. The LSC is divided into the four different groups which are learning, skills, resources and strategy and communications. The 47 local offices represent the local structure responsible for the post 16 education, together with the following local institutions, being integral of the state educational system in the country. Sixth Form Colleges There are 103 sixth form colleges in England, some of them are related to secondary schools, and some are absolutely independent. To make the organizational structure close to perfect, in some local areas all post 16 provisions, related to different secondary schools, have been merged into one local college. These kinds of colleges usually offer wider ranges of options and curriculums for the students, than it is in usual secondary schools during the two last years of education. (Huddleston, 1997) Further education colleges The main similarity of the further education colleges and the sixth form colleges lies in the fact that they provide programs, which are much alike, but in addition also offer a range of vocational training programs and opportunities for their students. The critical role of these entities is in attracting students from secondary schools, who didn't wish to continue their study in the same environment and prefer it with more specialized courses and in more adult surrounding. These colleges represent an essential part of the local post 16 education structure, as they 'reflect local industrial patterns', (Wallace, 2001) having often developed from different technical colleges and merged with other similar institutions. Another crucial role of these colleges lies in them serving as a satellite for Universities, thus getting a possibility to be affiliated with an establishment which has the right to award degree. Universities The main research and academic bodies for the post 16 education are the Universities. They offer a wide range of non degree and modular courses, which can further turn into degree. The government is involved into the development of the state programs, according to which the school leaving population, or rather, the half of it, is to take up the University degree courses by the year 2010. Though, in the organizational context of the post-16 education, it is essential to note, that there is a variety of opportunities, for the cooperation between the universities and local industries. This cooperation carries the two sides- benefits, which lie, on the one hand, in better understanding by the students and education providers, the inner industrial processes by visiting the industrial sites and the opportunities of getting practical knowledge, and on the other hand, the opportunities for the industrial enterprises in hiring highly qualified young staff which will carry the necessary research in the sphere of its work, thus improving the general production process of the enterprise. Critically evaluating the role of Universities in the general organizational structure of the post 16 education, it should be said that the cooperation between Universities and industrial sites should be brought on the higher level, as in courses, where practical knowledge is highly necessary, such cooperation will give more opportunities for the students to be employed, thus making the whole system of education more effective on the state level. Financial framework and constraint Each year the government works over the program of funding and provision for the post 16 education. To view the present state and the constraint which is related to funding of this educational sector, some reference should be made to the LSC report for funding for the year 2006/2007 and the results of the year 2005/2006. (Learning and Skills Council, 2005 ) It should be pointed out, that the main stress in the year 2005 was made on the education of students between 16 and 18, about which the 10.3% budget increase witnesses. Simultaneously, the 19+ funding was 3.0% decreased. In general sense, all colleges are in good state and have got increased budgets. According to the report, 'three quarters of colleges have received increases above 2.5 percent'. (Learning and Skills Council, 2005) There are all conditions available for the colleges between 16 and 18 to keep the rates of budget increase this year which is anticipated to be on the level of 3.0%. For the effectiveness of the post 16 educational sector activity, and the closer cooperation of the LSC and the government bodies, it should be noted that the priority groups for the Government funding are the first full level 2 and adult basic skills, thus it is not expected that these parts of the educational program will be financially reduced. The main financial constraint may be expressed, quoting the report as follows: 'Although it was clear from the November 2004 Grant Letter that budgets would be tight and the spend would need to be carefully prioritized, the reductions required in adult provision have been higher than anticipated. Colleges, institutions and the LSC need to identify the future trends at a much earlier stage. Budgets will be even tighter in 2006/2007 than in 2005/2006 and will continue to be focused on delivering Government priorities'. (Learning and Skills Council, 2005) According to the report, Government serves as the main provider of finances to the system of post 16 education, and thus education institutions and colleges in this area should need more financial independence for increasing their budgets and thus giving wider range of courses and educational opportunities for the students and trainees. The government and the educational organizations like the LSC, Department for Education and Skills, Quality Improvement Agency, etc, should closely work on the defining the exact areas, where colleges and universities will have the right to carry out their independent activity aimed at increasing their budgets and giving them the possibility to change their structure and priorities. Quality assurance In providing the high quality of the post 16 education for everyone, the organizational structure of this sector of public education is subjected to the inspections on the regular basis, with the use of the thoroughly developed Government strategy 2003/2006, aimed at the improving the quality of further education and training. ' In November 2002, the Department for Education and Skills (DfES) published Success for All which sets out a radical programme of reform for the post-16 learning and skills sector. In July 2003, it published the skills strategy, 21st Century Skills: Realising our Potential, which sets that programme of reform within a new framework, that is designed to tackle our long-standing skills gaps and make a major contribution to raising national economic performance. The reforms proposed in Success for All are to improve quality and raise standards across the learning and skills sector.' (Learning and Skills Council, 2003) The abovementioned strategy is based on the five main principles and is aimed at improving the general quality of the post 16 education, as the quality assurance is an integral part of its organizational structure. One of the principles states that colleges and other education providers are responsible for the kind of service they give. In other words, the quality of education courses and programs is totally the responsibility of local educational entities, while simultaneously they don't possess real financial independence, which poses a great conflict in the post 16 education organizational structure. Another principle notes, that the more successful provider is, the less is the need for the national authorities to intervene, which also implies the necessity for the local educational institutions and colleges, etc. to have the opportunity of developing their own plans and budgets, which will ultimately lead to the quality improvement in all spheres of education and less state involvement which must be kept at reasonable level. Speaking about quality insurance, the inspections have revealed several serious drawbacks in the work of local educational institutions, the main of which are: the lack of coordination and planning for the 16-19-year-old's education; huge variations in the quality of education and achievement standards; the urgent need for the providers to cooperate between each other. (Fawbert, 2003) In solving these problems the developed strategy suggests the following steps for the changes in the organizational structure: the higher concentration on the local patterns of education through the increase of cost-effectiveness, affordability and learner choice; the recognition and reward of the best providers with encouraging them to cooperate and share their positive experience with others; consistent strengthening of learning and skills sector; assisting the weakest providers to reach the minimum level of performance. By the end of the year 2006, to provide the quality assurance, 90% of teachers will have initial teaching training. Assessment for education and of education is an integral part of any quality assurance, and thus, any education organizational structure. The first part of assessment is meant for the staff to agree and to share the learning objectives with the students, thus defining the educational framework. This assessment must be integrated into the educational process and work for the mutual advantage of both students and providers. One more essential part of any quality assurance is the possibility for the students to receive feedback on the knowledge and results they achieve during the process of education. (Hoyle & John, 1995) Student's guidance The guidance of students in the area of post 16 education is rather important in letting them know the opportunities which this sphere of education offers to them. Thus, government and educational institutions should issue different web and paper guides for those who don't want to continue their education in secondary schools, but rather tend for more specialized and practical education, which will give them a possibility of finding a good job. One of the bright examples of such guides may serve a guide for post 16 citizenship educations, which is designed to give the young adults all necessary information as for the possible programs, training, and curriculums which are available for the future students in their further education. The guide gives the description of assessment kinds and shows the role and involvement of students into the educational and assessment process. Such guides should become a usual part of the organizational frame in the area of further education and training for higher involvement of young people into the process of education. Guidance of students should also be supported by the educational organizations themselves, with the help of the state and government programs, which will help future trainees, find the proper course, program and institution in relation to the specific industrial site. Such guidance must be provided on the constant basis for all those who strive for studying with or without building into some degree. (Qualifications and Curriculum Authority, 2004) Conclusion The system of post 16 education is well developed in the UK, though it still needs more research and corrections in the area of its organizational framework and centralized financing. As far as the post 16 education is aimed at building confidence and motivation of the young people, it is essential to find a thorough and detailed approach to each of the described components, which will ultimately lead to the formation of the united and integral organizational framework, and thus, to the improvement of educational quality. What concerns national and local structures of post 16 education, it should be noted, that the current system is rather effective and good working, though the emphasis should be made on the two major things - the proximity of the educational institutions to the industrial sites (both in physical and educational sense) and the closer cooperation between the education providers, with them sharing their practice and positive experience. Simultaneously, educational institutions should be given more financial responsibility and freedom in forming their budgets, which will allow them to set their own accents in curriculums and programs. Critically evaluating the present system of post 16 education, it must also be noted that both the government and educational institutions should encourage the staff and the students to take active part in forming the general organizational structure of this sphere of education. This involvement will allow education providers understanding the needs and desires of the students, with teaching the students responsibility and ability to take decisions. Certificates, awards and analysis of achievements in combination with regular inspections must become the dependable basis of high quality assurance in the area of the post 16 education in the UK. Thus, despite the fact that the existing system works effectively enough to give the trainees education of high quality, there is still should be done to make the process even more successful and efficient. Bibliography ARMITAGE A. and BRYANT R. et al. 2003. Teaching and training in post-compulsory education (Second edition). Buckingham; OU Press FAWBERT, F, 2003. Teaching in post-compulsory education: learning skills and standards. London: Continuum International Publishing Group. HOYLE, E & JOHN, P.D., 1995. Professional knowledge and professional practice. London: Cassell. HUDDLESTON, P. & UNWIN, L, 1997. Teaching and learning in further education: diversity and change. London: Routledge. LEA, J et al, 2003. Working in post-compulsory education. Maidenhead: Open University Press. LEARNING AND SKILLS COUNCIL, 2003. Quality and improvement strategy 2003-2006. Available on the World Wide Web LEARNING AND SKILLS COUNCIL, 2005. FE Funding for 2005/2006 year. Available on the World Wide Web QUALIFICATIONS AND CURRICULUM AUTHORITY, 2004. Play your part: Post 16 citizenship guide. Available on the World Wide Web WALKIN, L, 2000. Teaching and learning in further and adult education. Cheltenham: nelson Thornes. WALLACE, S, 2001. Teaching and supporting learning in further education: meeting the FENTO. Standards. Exeter: Learning Matters. Read More