Managerial Cultures in UK Further and Vocational Education: Transforming Techno-Rationalism into Collaboration

This book explores the impact of the rise of a managerialist culture in Further Adult and Vocational Education (FAVE) in England, raising awareness of the consequences of top-down models of educational change and improvement. It proposes tentative, researched, and evidence-based suggestions for new ways of working that could benefit post-16 learning.

Format: Hardback
Length: 227 pages
Publication date: 10 June 2022
Publisher: Springer International Publishing AG

This comprehensive book delves into the profound impact of the emergence of a managerialist culture in Further Adult and Vocational Education (FAVE) in England. It aims to raise awareness about the detrimental consequences of imposing top-down models of educational change and improvement upon the practices of educational leaders, middle and senior managers, and policy professionals across the FAVE sector. The overarching objective of this book is to gain a deeper understanding of the language, policies, values, and approaches currently espoused in post-16 learning. Often, these are driven by or measured by technical-rational approaches, which can negatively impact individuals working in the sector, narrow the curriculum and range of assessment opportunities, and hinder student progression. Recognizing the need for change, the authors present tentative, researched, and evidence-based suggestions for new ways of working that have the potential to bring significant benefits to post-16 learning. This book will appeal to a wide range of individuals engaged in education research, including academics, policy makers, trainees, and practitioners who are passionate about reflecting on, researching into, and improving practice.

Introduction:
The rise of a managerialist culture in FAVE has had far-reaching consequences, shaping the practices and policies of educational institutions and impacting the experiences of learners. This book aims to explore the nuances of this cultural shift and its implications for post-16 education in England.

The Impact of Managerialism:
Managerialism in FAVE has led to the adoption of a top-down approach to educational change, where decisions are made by policymakers and implemented by educational leaders and managers. This approach often prioritizes efficiency, productivity, and adherence to standardized protocols, rather than fostering a more student-centered and inclusive learning environment.

One of the significant consequences of managerialism is the narrowing of the curriculum and assessment opportunities. Educational leaders and managers are pressured to focus on core subjects and assessments that align with national standards, often at the expense of broader and more diverse learning opportunities. This can lead to a lack of creativity, critical thinking, and practical skills among learners, as they are not exposed to a wide range of subjects and perspectives.

Furthermore, managerialism can undermine the autonomy and professional development of educational leaders and managers. They are often required to follow prescribed policies and procedures, which can limit their ability to innovate and adapt to changing circumstances. This can lead to a sense of disempowerment and frustration among educators, as they are unable to make meaningful contributions to their field.

The Need for Change:
Recognizing the negative impact of managerialism, there is a growing call for a shift towards more student-centered and inclusive approaches to post-16 education. This requires a re-imagining of the role of educational leaders, middle and senior managers, and policy professionals in FAVE.

The authors of this book propose tentative, researched, and evidence-based suggestions for new ways of working that can support student progression and foster a more inclusive learning environment. These suggestions include promoting a culture of collaboration and dialogue among educators, valuing diversity and inclusivity in the curriculum, and providing opportunities for professional development and innovation.

Conclusion:
In conclusion, this book offers unique insights into the impact of the rise of a managerialist culture in FAVE and raises awareness about the consequences of imposing top-down models of educational change and improvement upon the practices of educational leaders, middle and senior managers, and policy professionals. By exploring the language, policies, values, and approaches currently espoused in post-16 learning, the authors propose tentative, researched, and evidence-based suggestions for new ways of working that have the potential to bring significant benefits to post-16 education. It is hoped that this book will inspire educators, policymakers, and practitioners to re-imagine the role of education in fostering student progression and creating a more inclusive and equitable learning environment.

Weight: 437g
Dimension: 210 x 148 (mm)
ISBN-13: 9783031044427
Edition number: 1st ed. 2022