Judge, Bernadette Nora
(2005)
Further Education Provision and Learning for Social Transformation.
A case study of the experience of introducing a social change agenda into further
education programmes within Vocational Education Committees.
Masters thesis, National University of Ireland Maynooth.
Abstract
Further Education refers to education and training that occurs after second level
schooling but is not part o f the third level system. (Ireland, 1995; Department of
Education and Science, 2004b). It encompasses a complex and diverse range of
provision involving a range o f players. Vocational Education Committees are the main
providers of further education under the remit of the Department of Education and
Science.
Further education is situated within the european and national policy context for adult
education, which demonstrates commitment to lifelong learning and social inclusion.
The White Paper on Adult Education (Ireland, 2000) sets out a number o f priorities that
together promote individual advancement and collective empowerment and promote
an active role for all in shaping the direction of society. But the manner in which
resources are allocated tells another story as the bulk of state funding is provided for
programmes that meet employability and labour market objectives.
This study explored the tensions explored experience by those working with and within
VECs in inserting a social change agenda into further education programmes given the
priority focus on economic competitiveness. It considered this against the
transformative learning espoused by Freire, Mezirow and Habermas. The main research
consisted of one-to-one interviews and a group interview using qualitative interviewing
to draw out peoples’ feelings, thoughts and meanings. These were supported by a
review of relevant literature and documents. The main research found a lack of
consensus on concepts and meanings in relation to anything other than meeting labour
market needs. The role of further education, educators and institutions was contested
with respect to other functions such as promoting community action and social change.
In conclusion, it suggests that VEC and community and voluntary interests need to
reflect on their practice and how they can work towards a philosophical vision for
further education that goes beyond meeting the labour market agenda. It especially calls
for the implementation of structures promised in the White Paper on Adult Education to
support the co-ordinated development of policy.
| Item Type: |
Thesis
(Masters)
|
| Keywords: |
Further Education; Social Transformation; |
| Academic Unit: |
Faculty of Social Sciences > Adult and Community Education |
| Item ID: |
5082 |
| Depositing User: |
IR eTheses
|
| Date Deposited: |
03 Jul 2014 08:21 |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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