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In recent decades, education at all levels has been seriously
impoverished by a growing obsession with standards, targets, skills
and competences. According to this model, only a circumscribed
range of basic cognitive skills and competences are the business of
education, whose main role is to provide employability credentials
for people competing for jobs in the global economy. The result is
a one-dimensional, economistic and bleakly utilitarian conception
of the educational task.
In" Mindfulness and Learning: Celebrating the Affective Dimension
of Education," Terry Hyland advances the thesis that education
stands in need of a rejuvenation of its affective function - the
impact it has on the emotional, social, moral and personal
development of learners. Drawing on the Buddhist conception of
mindfulness, he advances a powerful argument for redressing this
imbalance by enhancing the affective domain of learning.
"Mindfulness and Learning: Celebrating the Affective" "Dimension of
Education" shows how the concept and practice of 'mindfulness' -
non-judgmental, present moment awareness and experience - can
enrich learning at all levels. Mindfulness thus contributes to the
enhanced achievement of general educational goals, and helps remedy
the gross deficiency of the affective/emotional aspects of
contemporary theory and practice.
The author outlines a mindfulness-based affective education (MBAE)
programme and shows how it might be introduced into educational
provision from the early years to adult education with a view to
harmonising the cognitive-affective balance across the system."
Published in 1999. Lifelong learning is the slogan with which the
Labour Government has chosen to publicise and popularise its values
and policies for post-16 education and training under the new
administration. Dr. Hyland's book subjects New Labour policy -
particularly developments surrounding the University for Industry
and the New Deal - to searching scrutiny and offers a number of
recommendations designed to upgrade vocational education and
training (VET). If we are to create a high status and high quality
VET system comparable to those of our European competitors we will
need, Dr. Hyland argues, to move towards a unified curriculum in
the post-school sector bringing with it the abolition of the
present three-track model of NVQs, GNVQs and GCSEs/A Levels. More
significantly it is argued that all vocational learning - both
work-based and college-based - needs to be underpinned by a common
core of knowledge and understanding and crucially, be located
within a values framework which gives due attention to social
justice and community interests rather than simplistic and
utilitarian economistic objectives and employability skills.
Moreover, the aesthetic and moral dimensions of vocational studies
are not optional extras but areas of vocational learning experience
which are essential and foundational if vocational education and
training is to be enhanced in order to satisfy current lifelong
learning criteria. Dr. Hyland's challenging account provides one of
the first comprehensive philosophical and policy critiques of New
Labour VET developments and will be of interest to those committed
to high quality vocational studies on all sides of education and
industry as well as to lecturers, tutors, trainers and students
working in post-compulsory education and training.
What are the values and policies which are driving the development of Further Education institutions?
The rapid expansion and development of the post-compulsory sector of education means that further education institutions have to cope with ever-evolving government policies. This book comprehensively examines the current trends in further education by means of both policy analysis and research in the field. It offers an insightful evaluation of FE colleges today, set against the background of New Labour Lifelong Learning initiatives and, in particular, the links between college and community. This timely investigation of FE and New Labour policy, takes a unique community education perspective to determine whether the social objectives of current policy can be achieved by policy-makers, managers, staff and students in FE institutions. For students, lecturers and educators in the post-compulsory sector, in addition to policy-makers and managers, this is an invaluable source of information on a subject which is still largely under-researched.
What are the values and policies which are driving the development of Further Education institutions?
The rapid expansion and development of the post-compulsory sector of education means that further education institutions have to cope with ever-evolving government policies. This book comprehensively examines the current trends in further education by means of both policy analysis and research in the field. It offers an insightful evaluation of FE colleges today, set against the background of New Labour Lifelong Learning initiatives and, in particular, the links between college and community. This timely investigation of FE and New Labour policy, takes a unique community education perspective to determine whether the social objectives of current policy can be achieved by policy-makers, managers, staff and students in FE institutions. For students, lecturers and educators in the post-compulsory sector, in addition to policy-makers and managers, this is an invaluable source of information on a subject which is still largely under-researched.
This is an accessible and clearly written survival guide to
Vocational Education and Training in the UK. Christopher Winch
draws on recent research to answer key questions such as: * Why is
VET such an important area? * How can European models be used to
develop VET in the UK? * How is VET structured and provided? * What
are the main issues facing VET today? All in all, the most
user-friendly and useful guide to VET ever published.
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