Suchergebnisse

Developing the next generation of leaders is critical to the success of further education colleges. However, this has to be more than talent development or succession planning if colleges are going to succeed in the highly complex and political environment in which they currently operate. This book looks at developing future leaders through a different lens. The book advocates for leadership development to be located within a sustainable leadership framework which encompasses a range of existing leadership theories. This enables leadership to be developed holistically from deep within an organisation and provides a framework for developing individuals who have the skills necessary to lead further education colleges.

There is no doubt that the lives lost to Covid-19 are tragic. However, it has forced many institutions to re-evaluate quickly how their staff work. In higher education, senior leaders promptly cancelled face-to-face lectures and encouraged staff to transition to online teaching. However, this has caused an element of uncertainty in terms of how leaders within higher education manage their teams in the new virtual world. With individuals required to work from home, leaders need to be clear around expectations they place on staff in an education system that has had trust eroded already at a government level (Bormann & John, 2014). This raises the question: Has Covid-19 given rise to trust issues between leaders and their staff? In order to address this question, this paper explores a conceptual model of trust and uses it as a lens to examine the impact of working from home that has been forced upon us as a consequence of Covid-19.

The purpose of this article is to review the models of sustainable leadership which are currently available in the compulsory sector to establish whether the models are appropriate for post-compulsory education, and in particular for general further education colleges. Due to the complexities of the environment in which further education colleges operate, models of sustainable leadership have not been applied to this sector. In order to achieve this, leadership challenges for further education will be explored and the sector's responses to these will be considered. Many of these challenges are based on government pressure for efficiency and effectiveness savings, and so will be contextualised in a new managerial framework. The article then goes on to examine current models of sustainable leadership, looking at whether they are applicable for general further education colleges. Should they not be appropriate, then a suggested model will be put forward which draws on the transferable components for existing models with additions which are appropriate to the post-compulsory sector.

Inspection and audit can broadly be defined as the external scrutiny by interested parties. This could be from government or public organizations such as funding agencies which are seeking assurances that public money is being used appropriately and services provided are to the requisite standard. Public services have always been the subject of external scrutiny and education is no exception from this. As traditional deliverers of services, local authority areas (equivalent to districts) gradually became commissioners of services due to continued pressure on public finances. Subsequently, inspection and audit have played a more central theme in ensuring organizations are fulfilling their responsibilities. This entry considers the need for inspection and audit in the delivery of education. In doing so the entry will first explore the development of the policy landscape that has resulted in a culture of inspection and audit, before considering the accountability frameworks which go with it.

At a time of mass youth unemployment in the UK, the introduction of the Raising of the Participation Age (RPA) policy advocates the benefits of a prolonged period of education for all young people. As part of the policy, accountability was placed on schools for its implementation, with government imposed destination measures being used as an indicator of the policy's success. This paper argues that RPA will have little impact on young people who are Not in Education, Employment and/or Training (NEET) and that the accountability for the policy's implementation is at best problematic and at worse fundamentally flawed.