In recent years there has been a significant growth in the numbers of informal educators working in formal educational settings like schools and colleges. The narrowing of the focus of classroom teachers and lecturers particularly as they deal with increased workloads and the national curriculum. Formal and informal garden pdf desire to ensure that school and college life is marked by reasonable behaviour and is attractive to potential students and their parents. However, with the failure of many of the formalizing initiatives such as literacy hour to engage the interests of children there has been movement.

In addition, growing resistance on the part of schools and teachers to the ways in which a broad and balanced primary curriculum has been compromised by the national tests and strategies has played a part in the search for pedagogic alternatives. CCPs , the community curriculum would both give real meaning to children’s voice and begin the process of community enrichment and regeneration where it matters. Secondary schooling If we approach informal education as process that is conversation-driven then we can see that there are various spaces for activity within schools and colleges. A second has been an interest in extra-curricular activity – in part a throw-back to some of the ideals and practices of Victorian public schools. Since the early 1990s within UK secondary schools and colleges there has been a significant extension and broadening of activity. This has involved a growing army of personnel including classroom assistants, informal educators, youth workers, learning mentors and personal advisers. Encouraging and supporting the development of groups around enthusiasms and interests such as music and sound systems, environmental issues, and cross-community reconciliation.

Developing alternative educational provision for young people experiencing difficulties in mainstream classrooms. Working with individuals around the personal difficulties they are experiencing in their lives. This could be to do with family relationships and friendships, schooling, health or around thinking about their future. Being around in hallways, canteens and recreation areas to help build an environment that is safe and convivial. Enhancing the quality of relationships and of college and school life generally through activities like residentials and ‘fun days’.

Opening up and developing avenues for young people to engage with different political systems via things like school councils, students’ unions and youth forums. Assisting with the development of inclusive education. This may be through working with young people to accept others, and to make sense of the school environment. Looking for opportunities to enhance community cohesion – both within schools and locally. Some of these developments have occurred out of simple economic necessity. In order to attract application it has been necessary to attempt to make schools and colleges more attractive to parents of potential students. With the increased local management of schools and the establishment of further education colleges as ‘independent’ bodies, there has also been pressure to find new sources of income and to increase the ‘return’ on the resources that the school possesses.

Senior managers in schools have looked to gain more income from lettings e. A key theme in current policy initiatives is the ideas that if people become disconnected from schooling and further education, and thence the labour market, they are more likely to pose significant problems for welfare systems and society as a whole. Drug-taking, crime, family breakdown and teenage pregnancy are oft cited examples here. Another important part of the equation has been the Government’s concern with the duplication of, and lack of coordination between, agencies and services. Two immediate problems have presented themselves here.

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