Considering the mystery of professionalism: Further education in the UK

Alan Johnston; Lyn  Johnston

doi:10.59400/fes.v2i2.1209

Considering the mystery of professionalism: Further education in the UK

Alan Johnston York Business School, York St John University, York YO31 7EX, UK
Lyn Johnston Early Years and Education, York College, York YO23 2BB, UK

Article ID: 1209

134 Views, 79 PDF Downloads

DOI: https://doi.org/10.59400/fes.v2i2.1209

Keywords: professionalism; further education; UK

Abstract

The paper considers the concept of professionalism within the UK Further Education (FE) through an analysis of the literature. The paper identifies professionalism as a key feature of the changing landscape within UK FE since the Further and Higher Education Act (1992), which incorporated FE colleges, allowing them levels of autonomy and discretion not seen before. With it came new staffing contracts and changes to the expectations of a ‘professionalised’ staff team. This paper suggests that despite 30 years having passed since incorporation, FE Colleges and their management still struggle with the concept of professionalism and its reality, noting particularly the dysfunctional nature of the sector and its difficulty in having a defined identity.

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Published

2024-05-28

How to Cite

Johnston, A., & Johnston, L. (2024). Considering the mystery of professionalism: Further education in the UK. Forum for Education Studies, 2(2), 1209. https://doi.org/10.59400/fes.v2i2.1209

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Considering the mystery of professionalism: Further education in the UK

Abstract

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