This paper describes a new tool based on activities carried out within the school environment. The process enables evaluation of the relationship between school-based activities (SBA) and students’ development. Guides on weightings of assessment are given. There is some discussion of the perceived benefits of the SBA tool.

/pdf/school-based-activities-a-tool-for-student-development-5aybrmdyv7.pdf

Collegial Authority and the Receding Locus of Power

School - Based Activities: A Tool for Student Development

and applies to all maintained institutions of further education apart from polytechnics and colleges of education. The Circular offers advice to local education authorities concerning the drafting of instruments and Articles of Government. It is suggested that governing bodies should &dquo;consist largely of people with current experience of industry, commerce and other fields relevant to the work of the college, together with an active interest in further education&dquo; . The . Principal and not less than two other members of the teaching staff should be members, and consideration should also be given, &dquo;in the case of colleges with a substantial proportion of advanced work or a substantial proportion of adult students of 18+&dquo;, to the inchuion of student representatives.

background

Consideration, from an FE Viewpoint, of the Issues Raised in the HMA Publication, THE GOVERNMENT OF SCHOOLS and a Headmaster's Reply. Circular 7/70 and the Government of Schools.

This paper develops a critical analysis of 'intellectual leadership' in the University, and identifies on-going efforts from around the world to create alternative models for organising HE and the production of knowledge. It offers the potential for developing an alternative conception of the role and purpose of HE that is rooted in the idea of ‘mass intellectuality’. This takes experiences and views from inside and beyond the structures of mainstream HE, in order to reflect critically on efforts to create really existing alternatives.
 
In the process the authors ask if it is possible to re-imagine the University democratically and co-operatively? If so, what are the implications for leadership not just within the University but also in terms of higher education’s relationship to society? The authors argue that an alternative role and purpose is required, based upon the real possibility of democracy in learning and the production of knowledge. Thus, the paper concludes with a critical-practical response grounded in the form of ‘co-operative higher education’. This rests on the assertion that ‘social co-operatives’ offer an organizational form that values democratic participation and decision-making and would constitute the university as a social form of mass intellectuality re-appropriated by the producers of knowledge.

Social co-operatives and the democratisation of higher education

Some Aspects of Power and its Acquisition in FE Colleges

Anatomical research remains constrained in Africa and the development of relevant anatomical leadership strategies is crucial to unlocking the anatomical research  potential. The importation of leadership strategies from developed countries may not be relevant in Africa because of peculiar social, political, funding, academic and research contexts. Ambiguous leadership, characterised by unclear goals, is poorly understood and is said to be irrational and driven by pure chance. The current paper describes how ambiguous leadership unfolded within the supervision of BSc  Intercalated Anatomy research projects at the University of Zimbabwe, which had an incredibly high degree of unclear goals, using grounded theory research  methodology. The analysis of the results produced a rational and normative ambiguous leadership theory model called the ‘Repair-Workshop-Theory’, which had two types of goals: the initially unclear Year-Goals and the always clear Day-to-Day-Goals. The clarity of the Year-Goals progressed from being vague initially to being very clear at the end of the research projects, as the Year-Goals were being ‘discovered’, while Day-to-Day-Goals were permanently clear and were the basis of day-to-day rational decisions. The normative principle of ‘discovering’ Year-Goals allows goals to emerge from the interests of the students, staff and contextual  constraints and has significant implications for managing unclear research goals in African anatomy departments. Key words : anatomy, Africa, ambiguous leadership, unclear goals, garbage can  theory

/pdf/the-repair-workshop-theory-supervising-anatomical-research-hmb0tjtzt9.pdf

Collegial Authority and the Receding Locus of Power

Citations

School - Based Activities: A Tool for Student Development

Consideration, from an FE Viewpoint, of the Issues Raised in the HMA Publication, THE GOVERNMENT OF SCHOOLS and a Headmaster's Reply. Circular 7/70 and the Government of Schools.

Social co-operatives and the democratisation of higher education

Some Aspects of Power and its Acquisition in FE Colleges

The repair-workshop theory: supervising anatomical research

Related Papers (4)

Changing teachers, changing times : teachers' work and culture in the postmodern age

Policy making and effective leadership

The Theory of Social and Economic Organization

The Changing Nature of Professional Control