Assessing the Impact: Provision for Learners with Learning Difficulties and Disabilities. Developing FE.

Overview & Synopsis

The implementation of the 1992 Further and Higher Education (FHE) Act in Britain changed the statutory responsibilities for post-school education of learners with learning difficulties and disabilities. This resulted in the so-called "Schedule 2/non-Schedule 2" divide. Research examined the impact of these changes on learners and responses of 35 further education (FE) colleges and local education authority (LEA) adult education service providers in England and Wales in relation to these learners. Findings indicated significant benefits for some learners rising from the impact of the Further Education Funding Council's (FEFC's) funding methodology and the improved quality of Schedule 2 provision, but this was balanced by the trend toward diminishing LEA resources and a number of learners for whom programs were no longer offered. The impact of the split in funding for education between FEFCs and LEAs was detrimental to learners with learning difficulties and disabilities, since coherent educational programs often required both forms of provision. Most adult education services reported a greater proportion of Schedule 2 work and an overall decrease of nonvocational, leisure-, and recreation-focused provision. The FEFC's funding methodologies were acknowledged as very positive in promoting better support systems for students. A clear majority of adult and community education providers of LEA-funded non-Schedule 2 provision reported a priority shift away from work with people with severe learning difficulties. Recommendations were made for FEFC, LEAs, and all providers. Appended is Further and Higher Education Act 1992: Schedule 2. (YLB)