ntemporary issues of further education relate to technical, vocational, continuing, guidance, teaching, learning, methods, material, processes, staff, general education, training, counselling, access of girls and women, rural development, further education and industries, preparation of teachers, institutional interaction and cooperation, and constant updating of teaching-learning skills. All these issues are current concern to further education.
Further Education has, therefore, become not only a national but also an international movement in view of its widespread global application. From among all above mentioned issues of further education, more important one appears to be specially the context of retention and achievement – its ever dynamic enhancement and persistent maintenance of higher standards. This is not possible without pupil-teachers -- at City & Guilds Certificate on Further Education Teaching Stage 2 – perfecting their teaching-learning skills. Two questions arise while writing about this matter:
According to Learning and Skills Council (LSC), overall level of retention and achievement generally varies between 66 to 87 per cent among youth of 16 to 19 years (Government of United Kingdom, LSC) after due training. What is more important here is maintaining a consistent performance on the higher side of teaching and learning through dynamic and skilful efforts towards an excellent retention and achievement levels. How it is to be done?
For a student teacher, or a teacher at the beginning of his or her career, it is usually (and understandably) the case that the focus of his or her anxieties, and therefore his or her planning, is upon the performance of teaching rather than upon the achievement of learning. I use the word ‘performance’ here advisedly, because the inexperienced or student teacher tends to envisage a lesson as a time to be filled by his or her own activity. They have to be ‘teaching’ all the time – which can mistakenly be