DISPOSITIONAL ASSOCIATES OF GCE PERFORMANCE IN SIXTH FORM AND FURTHER EDUCATION COLLEGE STUDENTS

1987 ◽  
Vol 57 (2) ◽  
pp. 191-204
Author(s):  
M. J. CLARKE ◽  
M. B. YOUNGMAN
Keyword(s):  
College Students ◽  
Further Education ◽  
Education College ◽  
Sixth Form

An analysis of the role and responsibilities of chairs of further education college and sixth-form college governing bodies in England

2016 ◽  
Vol 45 (1) ◽  
pp. 57-76 ◽  
Author(s):  
Ron Hill ◽  
Chris James
Keyword(s):  
Training And Development ◽  
Further Education ◽  
Specific Training ◽  
Governing Body ◽  
College Governance ◽  
Education College ◽  
High Level ◽  
Further Education Colleges ◽  
The Chairs ◽  
Sixth Form

This article reports research into the role and responsibilities of the chairs of governing bodies of further education colleges and sixth-form colleges in England. Further education colleges and sixth-form colleges represent a significant part of post-16 educational provision in England. Every college in the sector has a governing body, which has a chair elected from and by the governing body’s membership. Sixteen chairs from further education and sixth-form colleges in England were interviewed and data themes identified: the chair’s role and responsibilities reflect those of chairs in non-further education/sixth-form college settings; a range of expertise is required, but detailed educational knowledge is not a priority in the requisite skill-set; chairs consider they bring a range of high level values and commitments to the role; chairs’ participation in role-specific training and development was not a strong theme; the responsibility of being the chair is substantial and complex; high-quality chair–principal relationships are crucial and complex; the governing body clerk has a significant role in relation to the chair, the principal and college governance generally; and the role and the responsibilities of chairs and the way they are specified locally by their governing bodies have significant implications for further education and sixth-form governance.

scholarly journals An educational partnership in health promotion for pre-registration nurses and further education college students

2011 ◽  
Vol 13 (03) ◽  
pp. 193-203
Author(s):  
Stephen Abbott ◽  
Nicki Thomas ◽  
Daniel Apau ◽  
Rosa Benato ◽  
Siobhan Hicks ◽  
...  
Keyword(s):  
College Students ◽  
Health Promotion ◽  
Further Education ◽  
Educational Partnership ◽  
Education College

The role of the clerk to the corporation in promoting the legitimate governance of further education and sixth form colleges in England

2016 ◽  
Vol 46 (1) ◽  
pp. 158-174
Author(s):  
Colin Forrest ◽  
Janet Goodall ◽  
Ron Hill ◽  
Chris James
Keyword(s):  
Focus Group ◽  
Role Conflict ◽  
Further Education ◽  
College Governance ◽  
First Order ◽  
The Everyday ◽  
Education College ◽  
A Company ◽  
Sixth Form

In England, further education college and sixth form college governing bodies are required to appoint a clerk to administer and advise on governing procedure and practice. In this article we report research which aimed to understand and theorise about the role and the associated responsibilities. We analysed the relevant literatures, carried out a national survey of clerks and held seven regional focus group meetings. The role in relation to board matters is significant in institutionalising the governing body and thereby promoting legitimate governance. The clerk’s practices entail communicating the requirements of second-order governance which frame the everyday actions of first-order governance. The context for the role is potentially highly dynamic and clerks’ accountabilities to their boards can be complex. Clerks may have within-college governance responsibilities where their work may be similar to that of a company secretary. These responsibilities can expose clerks to role conflict and complicate accountability relationships, but can also bring benefits to their work with the board. The role, as experienced by clerks, is accorded insufficient status and under-valued, which can affect their authority. We conclude that a role promoting legitimate governance in the English further education sector and in other educational settings is crucial.

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