Titlebook: Citizenship and Democracy in Further and Adult Education; Neil Hopkins Book 2014 Springer Science+Business Media Dordrecht 2014 Alasdair M

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Introduction,t part of the curriculum for both areas of education. Currently, vocational education in FE is largely delivered using an ‘instrumentalist’ curriculum where the focus is on achievement of assessment outcomes at the expense of allowing students to investigate their chosen craft or profession in a mor

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CREST

Further and Adult Education: An Overview of Citizenship,on various courses do, at times, permit the exploration of wider social, cultural and ethical issues (especially around Personal, Thinking and Learning Skills on Diploma programmes, for example). However, there is little training or encouragement for tutors in Further and Adult Education to fully en

Entrancing

The Apprenticeship Tradition in Further Education,ion and the self-help tradition), Chap. 4, makes the case of showing how the apprenticeship tradition can provide the necessary perspective and insight to support a reappraisal of vocational education and training in England. By looking back at the historical roots of apprenticeships (such as the ex

Coronary

Vocational Education: A European Perspective,unter to the traditions in both Germany and France (as seen in Chap. 5 where . and . were central elements of general education for apprentices or students studying in vocational colleges). This is because the notion of a general education forming part of an apprentice’s training is much stronger in

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The Self-Help Tradition in Adult Education,ddressed in Chap. 6. When we investigate the self-help tradition, through the work of historians such as (Thompson, E. P. (1991 [1963]). .. London: Penguin.), we see that groups of adult students have regularly sought to create their own educational provision in spite of the neglect or opposition of

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College Governance and Deliberative Democracy,I have argued that, in the case of Further Education colleges, the boards of governors need to be elected (rather than selected) from the stakeholders they represent. Alongside this, the composition of the boards themselves needs to show a more realistic reflection of the stakeholders that form part

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Conclusion,uffean concept of agonistic citizenship in adult education are two potentially effective means for promoting citizenship education in the post-compulsory sector in England..I have defined active citizenship as a series of skills, dispositions and motivations that include (although the list is not co

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