By Neil Hopkins

This ebook addresses the questions why citizenship schooling is a vital topic for college kids in additional and grownup schooling and why we'd like democratic schools to aid the research of citizenship schooling. It investigates the old roots of additional and grownup schooling and identifies how the adoption of citizenship schooling within the post-compulsory area can enhance vocational experiences in additional schooling and programmes in grownup schooling. it truly is argued that democratic faculties are very important to make sure that citizenship schooling informs the decision-making strategy all through academic associations (and as a method of creating reasonable and equivalent illustration for very important stakeholders). the writer has labored in either sectors for over a decade, and makes use of this event to provide a mix of academic perform and philosophical research. the result's a piece that appeals to either academics in additional and grownup schooling in addition to teachers and scholars drawn to philosophy of education.​

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The only vaguely positive note is that many of the non-Diploma vocational programmes (such as the BTEC Level 2 Extended Certificate in Art and Design) do cater for the assessment of PLTS in ‘a sector-related context’ (Edexcel 2009, p. 14). The BTEC specification does ‘map’ PLTS opportunities for each of the units covered, although these tend to be generic and do not have the context or purpose that we found with the some of the Diploma specifications. For example, in Unit 13 of the Edexcel programme, ‘Working with Interactive Media Briefs’, we see ‘adapting ideas to changing circumstances’ for the ‘creative thinkers’ part of PLTS and ‘managing discussions to reach agreements and achieve results’ for the ‘team workers’ aspect (Edexcel 2009, p.

In Chap. 4, I will be looking at the ‘apprentice tradition’ where I will explore how citizenship education should be incorporated into vocational education as a means of addressing the social and ethical aspects of particular crafts, professions and trades. The importance of citizenship education in this context is to counter what Rennie Johnston has called the dominant discourse of Lifelong Learning shaped by the economic imperative, framed very much in terms of human capital and concerned with the ‘economic individual’ (Johnston 1999, p.

The citizenship element, in my proposal, would be important but only as a part (and perhaps a small part) of any GCSE English programme. Citizenship education in further education receives little attention in terms of key government agencies. OfSTED, in its report Citizenship established? (2010), stated that ‘good practice visits [were] made to a very small number of post-16 providers’ [my emphasis] (OfSTED 2010, p. 7) although the report did acknowledge that there was evidence of institutions ‘developing a rich and varied range of opportunities for citizenship.

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