Higher Education in Further Education Colleges in the Context of Adult Learning in the United Kingdom: Participatory Observation of Curriculum, Teaching and Learning

This is a case study on a higher education programme offered at a further education college. Under the current education policy in the United Kingdom, Further education colleges are considered as important resources in expanding the opportunities of higher education. However, the details of the educational opportunities are unknown. In this paper, based on two years of participatory observation as a full-time student, the curriculum, teaching and learning in Care Practice in the BTEC Higher National Programme (HND/HNC) are analysed. Then the experience in the lectures is explained and the mature students participating in are described individually. Several characteristics of adult learning in Care Practice in the HND/HNC are identified as follows: ･HND/HNC allows educational institutions to provide a wide range of optional units, but the limited resources of further education colleges restrict student’ choices.･HND/HNC expands the opportunities of higher education for adults working as care staff in a variety of areas within social care.･HND/HNC supports students’ learning in the context of their own workplace, rather than giving the opportunities of a professional workplace.･The lectures try to support mature students’ learning with reference to their own experience as mature students; but according to the students it does not work well.･Expanded higher education does not lead students to a job of professional status. Hence, higher education programmes need to consider ways of teaching that develop professional knowledge and competence in the context of the students’ current workplace.･Further education colleges have already started professional development programmes for non-professionals at the higher education level. Supporting professional development of the lectures will help to improve the quality of students’ learning. The higher education policy of the United Kingdom focuses on curriculum reform, which has a strong link to occupational standards. Therefore, further research on the experience of adult learners in both their workplace and in the educational institution is needed to build adult-learner-centred approaches in developing curriculum and teaching in vocational subject areas.