Hamiliton, M. and Hillier, Yvonne (2007) Deliberative policy analysis: adult literacy assessment and the politics of change Journal of Education Policy, 22 (5). pp. 573-594. ISSN 0268-0939Full text not available from this repository.
Approximately 85,000 part-time teaching staff working in further education (FE) and adult and community learning (ACL) are often seen as 'a problem'. The intrinsic 'part-timeness' of these staff tends to marginalise them, and often they remain under-recognised and largely unsupported. Yet this picture is over-simplified. This article examines how part-time staff make creative use of professional autonomy and agency to mitigate problematic 'casual employment' conditions, reporting on results from Learning and Skills Development Agency-sponsored research (2002-2006) with 700 part-time staff in the learning and skills sector. The question of agency was reported as a key factor in part-time employment. Change is necessary for the professional agency of part-timers to be harnessed as the sector responds to ambitious sectoral 'improvement' agendas following the Foster Report and FE White Paper. Enhanced professionalisation for part-time staff needs greater recognition and inclusion in change agendas.
|Item Type:||Journal article|
|Uncontrolled Keywords:||professionalism; part-time staff employment; professional autonomy and agency; FE and adult community learning; learning and skills sector; part-timeness|
|DOI (a stable link to the resource):||10.1080/02680930701541758|
|Faculties:||Faculty of Education and Sport > School of Education > Education Research Centre
Faculty of Education and Sport
|Depositing User:||Elizabeth Briggs|
|Date Deposited:||07 Apr 2011 10:33|
|Last Modified:||20 Mar 2015 12:11|
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