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The article analyses an innovative scheme for the re-organization of school governance that sought to enhance the voice of community members and contribute towards the improvement of educational achievement. The scheme was located in the north of England, a region characterized by high levels of social disadvantage and low participation rates in higher education. The research adopted a case study methodology informed by observation, minutes of governors’ meetings, training workshops, conferences, face-to-face interviews, online surveys and local authority (LA) documentation. The fieldwork was conducted in 2007—2008. The findings suggest that although aspects of community engagement are present they are inhibited by a number of factors operating at the strategic level in LA policy. This results in an aspirational model of school governance that reflects traditional practices in which the LA intercedes as the indispensable broker and external agent for innovation and change. In order to move away from the restrictions of this approach the LA needs to expand its strategies to involve members of the community in governance and develop mechanisms to devolve greater decision-making power to the community. [ABSTRACT FROM AUTHOR]

The paper examines the way in which some students m non-advanced further education (NAFE) make sense of and understand that experience. This is placed in the context of the current significance of NAFE. No general attempt is made to comprehend the total range of student orientations, but the paper 'closes in' on the experience of particular students. It adopts a qualitative approach, informed by the cultural studies tradition which asserts that we should take seriously what people say without losing sight of structural relations. This approach gives insights into both cultural productions and the specific forms that students utilise in making sense of their college experience. The cultural forms point back towards the school, forward to the world outside education, and draw on cultural resources of family, race, class and gender. It is part of the paper's project to discuss these cultural processes and consequently heavy reliance is placed upon material derived from student accounts. Student accounts concern cultural responses to educational experiences of college, forms of curriculum and teacher relations. Whilst within these responses lie moments of creativity there will also be continuities and disjunctures with other cultural forms. The paper focuses on so-called conformist students and illustrates the pre-emptive nature of such a description. Detailed consideration of students accounts reveals a more complex and contradictory picture. The paper stresses the significance of subjectivity in relation to cultural forms and argues that it is through these that we can grasp the connection between processes of 'reproduction', 'resistance' and 'accommodation'. [ABSTRACT FROM AUTHOR]

Presents the summary of the study `Post-Fordism, Curriculum Modernisers and Radical Practice: The Case of Vocational Education and Training in England,' by James Avis published in the 1993 issue of `The Vocational Aspect of Education'. Consensus on the need to break the low skills equilibrium and reform vocational education and training in order for the British economy to compete effectively in the world market.