Exploring The Role Of Ofsted In Development Of Creativity Skills On Vocational Business Studies Courses In Further Education Colleges

Abstract

What is the role of Ofsted, as a major stakeholder and gatekeeper for maintaining standards of quality in education, in promoting the development of creativity skills in vocational business studies courses for young learners aged 16 to 19 in Further Education Colleges?

Using an exploratory, illustrative case study design (Thomas, 2011) with a systems thinking conceptual framework (Capra and Luisi, 2014), I am using qualitative data from interviews, published Ofsted reports, the Ofsted Common Inspection Framework (2012), and Times Educational Supplement articles, to build my case study. I am also using feedback from my public engagement activities on social media and at conferences to inform my ideas within a broad, systems view of education where we consider the whole rather than drawing conclusions from an analysis of its parts.

This paper explains the importance of a clear and shared definition of creativity, focusing on the ‘creative person’ within a multi-faceted concept of creativity which includes various other essential elements such as process, product, place, pressures, permanence and persuasion.