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

Mahil, Jesvir (2016) Exploring The Role Of Ofsted In Development Of Creativity Skills On Vocational Business Studies Courses In Further Education Colleges. In: Papers from the Education Doctoral Research Conference 2015. University of Birmingham, Birmingham, pp. 69-76. ISBN 9780704428621

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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.

Type of Work:Book Section
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Number of Pages:8
Department:School of Education
Date:March 2016
Subjects:L Education > LB Theory and practice of education
Related URLs:
Copyright Status:Copyright in individual papers is owned by the respective author(s) and no paper may be reproduced wholly or in part (except as otherwise permitted under the Copyright, Designs and Patents Act 1988 as subsequently revised) without the express permission in writing of the author(s). Enquiries concerning reproduction outside these terms should be sent in the first instance to the School of Education, University of Birmingham, Edgbaston, Birmingham B15 2TT, UK.
Copyright Holders:The author
ID Code:2146

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