This book offers unique insights into the impact of the rise of a managerialist culture in Further Adult and Vocational Education (FAVE) in England. It will also raise awareness of the consequences of the imposition of top-down models of educational change and improvement upon the practices of educational leaders, middle and senior managers and policy professionals across the FAVE sector. The overall aim of this book is to understand the language, policies, values and approaches currently espoused in post-16 learning. Often these are driven by, or measured by, technical-rational approaches which can have a negative impact on individuals working in the sector, lead to a narrowing of the curriculum and range of assessment opportunities, and do not support student progression. The authors propose tentative, researched, and evidence-based suggestions for new ways of working which might, ultimately, have a significant benefit to post-16 learning. The book will appeal to those engaged in researching education – either as academics, policy makers, trainees, or practitioners who are interested in ways of reflecting on, researching into, and improving practice.

Guiding you through research and practice, Classroom Behaviour Management in Further, Adult and Vocational Education offers a new perspective. The authors help you to understand how you can create a positive classroom ethos and learning experience in the further, adult and vocational education sector. They explore the need to engage with students' previous experiences, be they positive or negative, and look at why it is important to engage with the wider economic, social and political issues at play in the classroom to understand how these may influence behaviour and responses. You'll find a wealth of information on a range of topics, including: Understanding behaviour Teaching strategies Institutional practice Professional Standards Each chapter supports your learning with reflective activities, exercises, question and answer sections, case studies and suggestions for further reading.

What does ‘professionalism’ mean for teachers and trainers in further education colleges or adult education centres? Over the last twenty years, ideas about professionalism and professional identity within the post-compulsory sector have been shaped and reshaped by successive policies, standards, and professional bodies. Yet, these ideas themselves remain controversial and continue to be the focus of debate as well as research. This book gathers together a series of articles published over the last ten years, providing critical and research-based perspectives on professionalism within post-compulsory education and training. The twelve chapters that are presented here explore issues such as professional standards and continuing professional development and their impact on current definitions and frameworks of professionalism, as well as the policies that have shaped these processes. These are issues that are of relevance and importance not only to practitioners and researchers in the post-compulsory sector, but to anyone who is concerned with contemporary debates about what it means to be ‘a professional’ in education and training. The chapters in this book were originally published as articles in Research in Post-Compulsory Education.

Many students across the globe seek further education for future employment opportunities. Vocational schools offer direct training to develop the skills needed for employment. New emphasis has been placed on reskilling the workforce as technology has infiltrated all aspects of business. Teachers must be prepared to teach these new skill requirements to allow students to directly enter the workforce with the necessary competences intact. As the labor market and industry are changing, it is essential to stay current with the best teaching practices within vocational education courses to provide the future workforce with the proper tools and knowledge. The Research Anthology on Vocational Education and Preparing Future Workers discusses the development, opportunities, and challenges of vocational education courses and how to best prepare students for future employment. It presents the best practices in curriculum development for vocational education courses and analyzes student outcomes. Covering topics such as industry-academia collaboration, student satisfaction, and competency-based education, this major reference work is an essential resource for academic administration, pre-service teachers, educators of vocational education, libraries, employers, government officials, researchers, and academicians.

Macro Talent Management: A Global Perspective on Managing Talent in Developed Markets is the first book to focus specifically on country-level activities aimed at attracting, mobilizing, developing, and retaining top talent for economic success in developed markets. The book serves as a guide that orients the reader toward activities that increase their country's global competitiveness, attractiveness, and economic development through strategic talent management. This book brings together leading experts from around the world to address such isues as cross-border flows of talent, diaspora mobility, knowledge flows, global labour markets, and policies. Bringing together research from the fields of human resource management, international business, economic geography, comparative international development, and political economy, this is a definitive, comprehensive treatment of the topic aimed at advanced students and practitioners.

The definitive textbook for reflective professionals in further, adult and vocational education. Now updated with the latest research, the book offers extensive support for trainee and practising teachers in a variety of settings, for both practice-based training and career-long professionalism. Written by a collaborative author team of sector experts led by Maggie Gregson and Sam Duncan, Reflective Teaching in Further, Adult and Vocational Education offers two levels of support: - practical guidance for practitioner success, with a focus on the key issues including planning and assessing learning and collaborative approaches to reflective practice - evidence-informed 'principles' to aid understanding of how theories can effectively inform and develop teaching practices In addition to new case studies from a wider range of settings than ever before, the new edition offers broader national and international coverage, greater emphasis on work-based learning, and more ideas for exploring classroom communication and meeting a wider range of learner needs. Readings for Reflective Teaching in Further, Adult and Vocational Education directly compliments this book, providing access to key texts, working as a compact and portable library. reflectiveteaching.co.uk provides a treasure trove of additional support, including supplementary sector-specific material for considering questions around society's educational aims.