An assessment of the management of key skills teaching in the post-16 further education sector

This thesis reviews management practices from a practitioners perspective in relation to the provision of key skills teaching in FEFC funded post-16 colleges in the period 1992-1999. In particular it focuses on issues associated with practitioners experience of managing change in response to changing educational policy. Data was obtained via a survey of 38 colleges in the West Midlands region followed by case study work in four colleges. The findings reinforce concerns raised in the literature that colleges have had difficulty in managing the teaching of key skills and have been influenced by policy prescriptions from NCVQ (QCA from 1998) and the FEFC regarding 'best practice'. It is concluded that colleges have adopted a variety of pragmatic approaches that have been applied inconsistently and compete with other college services. To be effective colleges need to focus more clearly upon the needs of the individual learner through the development and application of tools that clearly identify key skill support needs. Consideration needs to be given to redefining 'learner support' in order that a set of coherent services can be provided so that all aspects of learner support and student progress can be tracked and effective intervention and support can be provided. A model is proposed which seeks to illustrate the relationship between the management of key skills teaching and related services, and is designed to promote the provision of a range of flexible learner support services.