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Integrating work‐based learning into large‐scale national leadership development programmes in the UK

Integrating work‐based learning into large‐scale national leadership development programmes in... England’s National College for School Leadership (NCSL) is probably unique in the scale on which its key national programmes are offered. This paper focuses on two of these programmes – Leading from the Middle and Leadership Pathways – which use blended learning models to cater for the leadership development needs of “middle leaders” broadly defined. Its purpose is to consider some of the implications of establishing programmes of these kinds on this scale, focusing particularly on the way in which work‐based learning is given a key role in the blended learning design and the challenges to the maintenance of quality to which this gives rise. The paper proposes a model of a blended learning system that facilitates the analysis of factors affecting programme quality in terms of key relationships between participant, school and the programme itself. The evidence presented suggests that the quality of school support for participants – especially that from coaches – is inevitably variable and large‐scale national quality assurance arrangements cannot fully compensate for this. The paper concludes by arguing for more local arrangements which embody a commitment to “leadership” as well as “leader” development. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Review Taylor & Francis

Integrating work‐based learning into large‐scale national leadership development programmes in the UK

Simkins, Tim
Educational Review , Volume 61 (4): 15 – Nov 1, 2009
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References (45)

Publisher
Taylor & Francis
Copyright
Copyright Educational Review
ISSN
1465-3397
eISSN
0013-1911
DOI
10.1080/00131910903403964
Publisher site
See Article on Publisher Site

Abstract

England’s National College for School Leadership (NCSL) is probably unique in the scale on which its key national programmes are offered. This paper focuses on two of these programmes – Leading from the Middle and Leadership Pathways – which use blended learning models to cater for the leadership development needs of “middle leaders” broadly defined. Its purpose is to consider some of the implications of establishing programmes of these kinds on this scale, focusing particularly on the way in which work‐based learning is given a key role in the blended learning design and the challenges to the maintenance of quality to which this gives rise. The paper proposes a model of a blended learning system that facilitates the analysis of factors affecting programme quality in terms of key relationships between participant, school and the programme itself. The evidence presented suggests that the quality of school support for participants – especially that from coaches – is inevitably variable and large‐scale national quality assurance arrangements cannot fully compensate for this. The paper concludes by arguing for more local arrangements which embody a commitment to “leadership” as well as “leader” development.

Journal

Educational Review – Taylor & Francis

Published: Nov 1, 2009

Keywords: leadership development; large‐scale change; middle leaders; work‐based learning

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