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Further education and economic development   keynote given at thanet college, march 2012
Further education and economic development   keynote given at thanet college, march 2012
Further education and economic development   keynote given at thanet college, march 2012
Further education and economic development   keynote given at thanet college, march 2012
Further education and economic development   keynote given at thanet college, march 2012
Further education and economic development   keynote given at thanet college, march 2012
Further education and economic development   keynote given at thanet college, march 2012
Further education and economic development   keynote given at thanet college, march 2012
Further education and economic development   keynote given at thanet college, march 2012
Further education and economic development   keynote given at thanet college, march 2012
Further education and economic development   keynote given at thanet college, march 2012
Further education and economic development   keynote given at thanet college, march 2012
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Further education and economic development keynote given at thanet college, march 2012

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Keynote presentation given at the annual Thanet College teaching and learning conference, 28th March 2012

Keynote presentation given at the annual Thanet College teaching and learning conference, 28th March 2012

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  • As we know, everything in coalition policy is slowly being subsumed into economic developmentBut this is a particular kind of economic developmentPrivate sector ledGrowth at all costsBUT – David Willets, the SOS for BIS is responsible for how this plays out in Further Education“The Pinch” – deep concern for social inequality and fairnessSo – this seems like a paradoxLots of our work in EDReC has been about spotting gaps, spaces in recent government economic policy in which innovation can flourish – the question I’ve been asking on the changes that are taking place in the assessment of FE provision is where is there room for local innovation and how can you, as the professionals responsible for teaching and learning, get into these spaces?
  • OFSTED and economic developmentI’ve been asked to reflect on the journey that Thanet College is on towards being awarded Outstanding status by OFSTED, and I’ve chosen to focus on the economics of the situation – not in terms of funding, or wages, or our pensions that are being eroded, but in terms of the interaction between the college and the economy of thanet – and how this is experienced by students.
  • In the pre-amble to their latest consultation, OFSTED are quite clear about:“the critical importance of employability skills and progression towardssustainable employment and further learning as outcomes from manygovernment-funded programmes, and the need to judge this alongside theachievement of learners”Outcomes for learners – to be judged outstanding: We propose to judge outcomes for learners by giving particular attention tohow well:To be outstanding in the leadership and management category:
  • From the pre-amble again:For leadership:Outstanding for quality of provision: provision is well coordinated, relevant to local communities and promotes social inclusion and sustainable development. But inspectors will take into account: the extent to which the range and content of learning programmes/services are relevant to local communities, ensuring the provision is coherent and does not duplicate other provision but maintains minority subjects and courses through the sharing of human and physical resources. “. “
  • Thanet is the most deprived district council area in Kent. It is also the 3rdmost deprived local authority district area in the South East (out of 67) and the85th most deprived in England (out of 354 authorities).
  • Transcript

    • 1. Outstanding economics James Kennell Director, Economic Development Resource Centre University of Greenwich Business School
    • 2. Works at local, regional and nationallevels on innovation and research inlocal economic developmentBring together academics, policy-makers, practitioners, communitygroups and social enterpriseHow do we get economies workingagain, from the bottom up?
    • 3. “Learners develop excellent skills,knowledge and understanding thatare relevant to improving theireconomic and social well-being.”“learners progress to higher levelqualifications and into jobs thatmeet local and national needs.”“strategic objectives and targetsrespond to local and nationalagendas, such as ... developing theskills of adults to be economicallyactive”
    • 4. “...the rising importance of meeting the needsof the local community for many providers inthe further education and skills system wherethey are key players in the delivery of localpriorities; this will require inspection outcomesthat relate to a provider’s contribution to theirarea’s priorities”“the provider promotes and implementsnational and local priorities and initiativesthat are relevant to learners, employersand local communities”“Programmes and activities are highlyeffective and may be innovative inmeeting learners’ needs and those of thewider community”
    • 5. 425,000 visitors inthe first yearVisitor Economyresurgent?KnowledgeEconomy driverNew skills (or oldskills?) required
    • 6. ‘Discovery Park’£40m RGFKnowledgeEconomy driver2,600 jobs190 businessesLinks to Airport
    • 7. Work Foundation (2011)
    • 8. How does your course promoteeconomic well being?How does your course relate to localeconomic development? •Creativity •Entrepreneurship •Knowledge Economy •Engagement with key local drivers of economic development
    • 9. Work Foundation (2011)

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