The Assessment of The Pedagogical Culture in Further Education Colleges in London: Towards Enhancement, Retention, Performance of Students and Ascents of London Academic Institutions in The University League.

Abstract

The research explores the learning environment of the FE colleges in London with particular reference to student dropout rates, students’ performance, and the improvement of these colleges in a university league table. Teaching practices, relationships between the teachers and the students, how the curriculum is delivered, and organizational culture are central to developing a vibrant learning culture. The study adopts a single-site case study approach to examine existing practices in the delivery of teaching, staff professional learning, and patient support within the identified FE colleges. Additional quantitative data sources include changes in student profile statistics for the penetration of successful learning outcomes, retention figures, and other collected institutional performance indices concomitant with the qualitative analysis of the interview delivery by educators and students. This paper outlines factors like staff fatigue, resource constraints, and disparities in curriculum delivery, which significantly prevent the achievement of students’ best results and the institution’s progression. Moreover, it looks into the relationship between the approaches used in FE colleges and their fit with higher education establishments. The studies suggest the relevance of addressing continuing professional development, including all students, and records to develop more student support to advance the results and secure the institutions’ stability. Finally, the study puts forward tactical overtures aimed at enriching the pedagogy culture that will benefit learners in accomplishing educational goals and staying longer in class, and subsequently, raise the status of London’s FE colleges as viable and productive stakeholders in the educational system.