Suchergebnisse

The governance of further education colleges has two main phases since the passing of the Education Act 1944 - the period when further education colleges were under local authority control and the period from 'vesting day' on 1 April 1993 when colleges became incorporated and further education corporations were formed as charities. This review is primarily concerned with the landscape of college governance since 1 April 1993 and draws upon some of the very limited number of research studies into the practice of further education governance. The experience and contribution of the key governance players - chair of the corporation, governors, the principal, the senior staff, the clerk to the corporation - are discussed. Throughout the period since 1993, college governance has operated within a policy framework provided by government and, to a greater or lesser extent, the implementation of those policies by agencies of government. In simple terms, the pattern may seem to be creativity (in the early years), compliance (following some high profile college governance collapses), micro-management (through the Learning and Skills Council years) and now the most open, imaginative phase as the current government encourages the strong colleges to play a bigger part in local education provision. Perhaps now is the time when the experience of college governance to date is able to draw upon its considerable strengths and show what the accumulation of governance capital can achieve. Adapted from the source document.

The interest of contemporary society in improving the quality of education is mainly reflected in the issue of educational results - competences - and their provision in the learning process. Introducing the 21st Century educational standards, the development of competencies required for teaching become more relevant. International documents indicate that a teacher should have the ability to teach, effectively use technologies in learning, help students gain transversal competencies. The teacher should be able to participate in research, use innovation, reflect on his/her work, collaborate with colleagues and parents. It is the teacher's duty to direct the student's individual development.Latvian legislation offers wide opportunities for a person employed in education (especially in vocational and education of interests) to become a teacher. It is possible to work as a teacher after attending a short professional development course in education theory. In that case, competences in education (and the right to work at a school) is certified by the B-course certificate after basic training (72 hours total). The goal of this study is to identify and characterize teacher's competences in education as acquired by teachers during this course. Research methods are a content analysis of 210 questionnaires filled in by vocational education teachers after attending the course and content analysis of their self-assessment. The results of the research show that teacher's competences are only partially formed and incomplete. The attitude towards the needs of the student's personality is inappropriate, there is a desire for an authoritarian style.