首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
In or Out? British further education colleges did not traditionally have any concerns about student dropout, because the ori
In or Out? British further education colleges did not traditionally have any concerns about student dropout, because the ori
admin
2012-07-11
63
问题
In or Out?
British further education colleges did not traditionally have any concerns about student dropout, because the origins of the sector were in vocational apprenticeship training for employers where the apprentices could not drop out without endangering their job. In the 70s, this sector began to expand into more general education courses, which were seen both as an alternative to school for 16 to 18-year-old and a second chance for adults. The philosophy was mainly liberal with students regarded as adults who should not be heavily monitored, but rather free to make their own decisions; it was not uncommon to hear academic staff argue that attendance at classes was purely voluntary.
In the 80s, with an increased consciousness of equal opportunities, the focus of the further education colleges moved to widening participation, encouraging into colleges students from previously under-represented groups, particularly from ethnic minorities. This, in turn, led to a curriculum which was more representative of the new student body. For example, there were initiatives to ensure the incorporation of literature by black writers into A-level literature courses; history syllabuses were altered to move beyond a purely Eurocentric view of the world; and geography syllabuses began to look at the politics of maps.
A turning point came in 1991 with the publication of a report on completion rates by the government inspection body for education, Her Majesty’s Inspectorate for England and Wales, (HMI 1991). However, this report was based on academic staff’s explanations of why students had left. It suggested that the vast majority left either for personal reasons or because they had found employment and that only 10% left for reasons that could in any way be attributed to the college.
Meanwhile, Britain had been going through the Thatcher’s revolution and, in parallel to the Reagan politics of the US, a key principle was the need to reduce taxation drastically. At this point (and to a large extent still), further and higher education colleges were almost entirely funded from the public purse. There had been many cuts in this funding through the 80s, but no one had really looked at value for money.
However, in the early 90s, the Audit Commission with Office of Standards in Education (OFSTED) (the new version of HMI) turned the spotlight onto further education and published a seminal report, Unfinished Business (Audit Commission and OFSTED 1993), which showed that drop-out was happening on a significant scale and, crucially given the politics of the time, attributed a cost to the state of £ 500 million, arguing that this was a waste of public (i.e. taxpayers) money.
To quote Yorke (1999), non-completion became political. The Audit Commission report coincided with government moves to privatize the functions of the state as much as possible; and with the decision to remove further education from the control of local government and give it a quasi-dependent status, where colleges were governed by independent boards of governors bidding to the state for funding to run educational provision. As part of this, a new series of principles for funding and bidding were developed (FEFC 1994) which incorporated severe financial penalties for student dropout.
In essence, the system is that almost all the state funding is attached to the individual student. There is funding for initial advice and guidance, on-course delivery and student achievement, but if the student drops out, the college loses that funding immediately, so that loss of students in the first term leads to an immediate loss of college funding for the other two terms. Not surprisingly, this focused the concern of colleges immediately and sharply on the need to improve student retention rates.
Recently, therefore, there has been considerable effort to improve retention but, as Martinez (1995) pointed out, there was no body of research on which to base strategies. An additional complexity was that colleges had been slow to computerize their student data and most colleges were in the position of not knowing what their retention rates were or any patterns involved. Where data did exist it was held separately by either administrative or academic staff with poor communication between these groups. Colleges, however, jumped into a number of strategies based largely on experience, instinct and common sense and publication of these began. (Martinez 1996; Martinez 1997; Kenwright 1996; Kenwright 1997)
The main strategies tried are outlined in the literature as summarized by Martinez (1996). These include sorting activities around entry to ensure best fit, supporting activities including child care, financial support and enrichment/learner support, and connecting activities to strengthen the relationship between the college and the student, including mentoring and tutorials and activities to transform the student, and including raising of expectations and study/career development support and tutoring.
The main strategies to improve retention included______.
选项
A、best-fit supporting activities
B、activities to support and transform the student
C、the raising of college expectations
D、a summary by Martinez
答案
B
解析
本题涉及到提高大学保留率的主要策略。末段提到,Martinez(1996)对一些策略进行了书面总结,接着列举了一系列内容,其中[B]包括在其中,故为答案。
转载请注明原文地址:https://kaotiyun.com/show/CKE7777K
0
大学英语六级
相关试题推荐
Morewoodwasremovedfromforestsin2005thaneverbefore,oneofmanytroublingenvironmentalsignshighlightedonThursdayi
TheU.S.governmentisaskingAmericanstoeatlessandexercisemoreinanefforttostemthecountry’sincreasingepidemicof
A、Theydon’tarrangeaccommodations.B、EverybodyspeaksEnglishthere.C、Theyarrangeeverythingforyou.D、Themealstheyprovi
NASAInventionsYouMightUseEveryDayIn1958,PresidentEisenhowersignedtheSpaceAct,officiallycreatingtheNationa
Itwasgoingtohaveroughlytheeffectofaneutronbombattackonhighstreetsandshoppingmalls.Thebuildingswouldbelef
Itwasgoingtohaveroughlytheeffectofaneutronbombattackonhighstreetsandshoppingmalls.Thebuildingswouldbelef
A、Onlineprivacy.B、Policeethics.C、Familyeducation.D、Trafficsecurity.A主旨大意题[考频:6]。文中开始部分提到,(这起事件)引起了对网络隐私权的各种讨论,后文对此展开论述,
Anearliersurveyidentified22"coping"strategiesthatparentsresortedtowhentheycouldn’tsitdownwiththeirfamiliesto
Anexpensiveprojectlikethisis______withthegovernment’saimofreducingpublicspending.
Opinionsayspolicymakers____________(有责任向公众告知他们得来的教训).
随机试题
Sincesheretired,shehasbeenlivingpartlyonherpensionandpartlyonthe______onhersavingsaccount.
医学伦理学基本理论不包括的是
保持刺激作用时间不变,引起组织细胞发生兴奋的最小刺激强度称
下列关于硬母线相色漆涂刷说法正确的有()。
某室内净空高度为12m的会展中心,建筑内设置湿式自动喷水灭火系统保护,则该系统可以采用()。
小李是某乳制品企业的质量经理,带领质量部5位同志负责全企业的质量工作,包括质量检验、质量控制和质量管理体系的实施。该企业早在5年前就通过了ISO9001质量管理体系认证。在贯标认证初期,质量管理体系对规范质量管理发挥了很大作用,由于产品质量稳定,顾客满意率
王安石提出“形者,有生之本”,与之相对立的观点是()。
一国政府为了控制CPI的快速上涨,实行适度从紧的财政政策和货币政策,一般情况下,这会导致()。
马克思主义哲学与旧哲学不同,它是
Thegoldenruleyourparentsandteacherstaughtyouwasprettysimple:Dountoothersasyou’dhaveothersdountoyou.Imagine
最新回复
(
0
)