How we transformed aspirations in further education using philosophical enquiry
Written By: Author(s): Professor James Crabbe and Ali Hadawi
4 min read
The impact is evident in the College’s 98% positive progression to employment or further education
This article is about the pursuit of excellence, creativity and innovation in further education (FE). An Open Futures approach to learning and teaching, particularly involving askit, has been transformative to the community of learners at Central Bedfordshire College (CBC).
The impact of philosophical enquiry (askit) is evident in the College’s 98% positive progression to employment or further/higher education as well as the May 2016 QAA Review and April 2016 Ofsted inspection reports. The College is now embarking on an ambitious project, in partnership with the Helen Hamlyn Trust (HHT), to help seven other FE colleges adopt the practice. This approach could also be very valuable to education of offenders (Crabbe, 2016).
Open Futures
In 2004, the HHT developed an integrated education programme for primary schools to reach children at the earliest stages of their education. The purpose was to improve engagement and aspirations, and thus outcomes. In 2006/2007 askit was developed
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This article was published in March 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
References
- Crabbe, MJC (2016) Education for Offenders in Prison. Journal of Pedagogic Development 6, 3-7.
- Crabbe, MJC, O’Rorke, L, Egan, E and Hadawi, A (2015) Open Futures: An Enquiry- and Skills- Based Educational Programme Developed for Primary Education, and its use in Tertiary Education. Journal of Pedagogic Development 5, 3-8.
- Fisher, R (1998) Teaching thinking. London: Cassell.
- OFSTED Report for Central Bedfordshire College (2016)
- Topping, KJ and Trickey, S (2007) Collaborative philosophical inquiry for schoolchildren: Cognitive gains at 2-year follow-up. British Journal of Educational Psychology. 77: 787-796.
- Woolner, P and Tiplady, L (2016) Adapting School Premises as Part of a Complex Pedagogical Change Programme. Paper presented at the European Education Research Conference in 2014.
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