Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/30748
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Further education in the UK: lessons from the governance of colleges in Scotland
Author(s): Watson, Cate
Husband, Gary
Young, Helen
Contact Email: cate.watson@stir.ac.uk
Keywords: Colleges
governance
further and higher education
incorporation of colleges
outcome agreements
further education policy
regionalisation
skills
sociology of worth
training
Issue Date: 13-Feb-2020
Citation: Watson C, Husband G & Young H (2020) Further education in the UK: lessons from the governance of colleges in Scotland. Journal of Education and Work. https://doi.org/10.1080/13639080.2020.1722989
Abstract: Further education policy across the UK has diverged significantly over the last decade. While in both countries colleges have been subject to a programme of restructuring and rationalisation, Scotland now has a largely ‘nationalised’ sector while England has adopted a more market-led approach which has been characterised in some quarters as a ‘free for all’. However, there are some signs that England is starting to turn away from this stance and it is therefore instructive to examine the influence of policy on the Scottish sector, particularly as England embarks on a programme of devolution to the regions. This paper draws on policy documents and interviews with key policy actors to examine the ‘Scottish Approach’ to policy and the effects of this on the performance of the sector. While this has undoubtedly resulted in a more coherent system it is argued that colleges have paid a price for this, foregoing much of their previous autonomy. Moreover, it is not clear that the approach has addressed the ‘skills gap’ as currently perceived. It is concluded that much can be learned by greater engagement across the border, informed by clearer understanding of how policy contexts impact on the leadership and governance of colleges.
DOI Link: 10.1080/13639080.2020.1722989
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Journal of Education and Work on 13 Feb 2020, available online: http://www.tandfonline.com/10.1080/13639080.2020.1722989.
Notes: Output Status: Forthcoming/Available Online
Licence URL(s): https://storre.stir.ac.uk/STORREEndUserLicence.pdf

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