Faiths and further education - Church of England
Faiths and further education - Church of England Faiths and further education - Church of England
Faiths and Further Education:A HandbookCurrent developments in FE policy142Sir Andrew Foster (2005) has published a review into the future roleof FE colleges (see www.dfes.gov.uk/furthereducation for details).The Government’s reform plans for 14–19 education and trainingand the Skills Strategy agenda will require colleges to examine theirmission and relationship with other providers and learners andemployers.The Foster review provides a useful insight into currentFE provision. It mentions the importance of spiritual and moraldevelopment, suggests colleges need to develop greater clarity ofpurpose and identifies:• the distinctive contribution colleges make to the learning andskills market• colleges’ long-term contribution to economic development andsocial inclusion• anything else that needs to happen to transform the sector.EU framework:EU directives on equalities, religion and belief144European policy must, in some cases, be incorporated into Britishgovernmental policy. For example, the European directive onreligion and belief has already been enshrined in government policy.Importantly, discrimination on the grounds of religion and belief isnow illegal.There are some exceptions to this, but employers haveto specifically apply for them.The British Government has gonebeyond the directive, in that services provided must notdiscriminate. It can be argued that multi-faith chaplaincy teamsexemplify this law, in that equal provision is made for all students,of all faiths and none. For more details, see the Department of Tradeand Industry (DTI) website (www.dti.gov.uk/er/equality) and theAoC guidance on the directive (www.aoc.org.uk).143Ofsted has also stressed the importance of the overall ethos of thecollege, the need for spiritual development and has commended FEcolleges for moves that some have made in this area.The revisedCommon Inspection Framework (Ofsted and ALI, 2005) for the firsttime asks inspectors to monitor the provision for the spiritual,moral, social and cultural development of students.Action point:The FE sector is constantly changing.Watch the education websitesfor policy developments. Read The Times Education Supplement andits special sections on further education (FE Focus). The Guardianhas an Education Supplement on Tuesdays, that includes an FEsection, and The Independent has an education section onThursdays.
43Other Forms of Chaplaincy145In addition to the literature on HE chaplaincy (see Annex C), thosewho are interested might wish to investigate other forms ofchaplaincy, of which those in hospitals and prisons are bestdocumented.Hospitals146Not surprisingly, the NHS has much experience in this area, andthere are national guidance documents. Each NHS region publishesits own guidelines that set out what is expected from its chaplaincyservices and what their supporting organisations can offer. Forexample:Prisons148As with the NHS, the Prison Service has much experience ofworking in a multi-ethnic and multi-faith context. Similarly, butperhaps to an even greater degree than in the NHS, such servicesare occurring within a much-regulated environment whereguidance and operational practice can be specified from a centralpoint.The Prison Chaplaincy Handbook offers a glossary of fivepages of definitions (see HM Prison Service, undated).• modern spiritual healthcare• the quality of spiritual healthcare• career pathways for chaplains• education and training for chaplains• implementation of chaplaincy.147However, it must be noted that, unlike the present situation infurther education, all hospitals have chaplaincies and such servicesare very much part of the NHS’s own strategy for comprehensivecustomer and patient care.
- Page 1 and 2: Faiths and FurtherEducation:A Handb
- Page 3 and 4: Contentspage numberPreface 03Forewo
- Page 5 and 6: 03PrefaceThis Handbook has been dev
- Page 7 and 8: 05How to Use this HandbookSections
- Page 9 and 10: 07IntroductionThe case for reviewin
- Page 11 and 12: 09Chaplaincy in Today’s Colleges:
- Page 13 and 14: 11Models of college chaplaincy prov
- Page 15 and 16: Roles, College Ethosand Spiritualit
- Page 17 and 18: 15Some Perspectiveson Chaplaincy30T
- Page 19 and 20: 17The chaplain’s role• The chap
- Page 21 and 22: 19Spirituality …Well, yes, but wh
- Page 23 and 24: 21The student’s interaction with
- Page 25 and 26: Developingthe Chaplaincy03
- Page 27 and 28: 25Constructing yourown Role in the
- Page 29 and 30: 27Working with StaffTeam meetings82
- Page 31 and 32: 29Festivals89Important religious fe
- Page 33 and 34: 31Chaplaincy and Partnerships96Look
- Page 35 and 36: Organising andManaging the Chaplain
- Page 37 and 38: 35Action point:• Find a copy of y
- Page 39 and 40: 37From working group to multi-faith
- Page 41 and 42: 39Self-assessment and personal deve
- Page 43: 41The Policy Context133This short s
- Page 47 and 48: 45Publications159The Churches Natio
- Page 49 and 50: 47Annex A:Membership of the LSC and
- Page 51 and 52: 49Annex C:ReferencesGukuru, G. and
- Page 53 and 54: 51Committee of management: procedur
- Page 55 and 56: 53Annex E:Example of a Service Leve
- Page 57 and 58: 55Appendix to Annex EProvision of S
- Page 59 and 60: 57Annex G:Sample College Chaplaincy
- Page 61 and 62: 59• partnerships with local commu
- Page 64: Learning and Skills CouncilNational
43Other Forms <strong>of</strong> Chaplaincy145In addition to the literature on HE chaplaincy (see Annex C), thosewho are interested might wish to investigate other forms <strong>of</strong>chaplaincy, <strong>of</strong> which those in hospitals <strong>and</strong> prisons are bestdocumented.Hospitals146Not surprisingly, the NHS has much experience in this area, <strong>and</strong>there are national guidance documents. Each NHS region publishesits own guidelines that set out what is expected from its chaplaincyservices <strong>and</strong> what their supporting organisations can <strong>of</strong>fer. Forexample:Prisons148As with the NHS, the Prison Service has much experience <strong>of</strong>working in a multi-ethnic <strong>and</strong> multi-faith context. Similarly, butperhaps to an even greater degree than in the NHS, such servicesare occurring within a much-regulated environment whereguidance <strong>and</strong> operational practice can be specified from a centralpoint.The Prison Chaplaincy H<strong>and</strong>book <strong>of</strong>fers a glossary <strong>of</strong> fivepages <strong>of</strong> definitions (see HM Prison Service, undated).• modern spiritual healthcare• the quality <strong>of</strong> spiritual healthcare• career pathways for chaplains• <strong>education</strong> <strong>and</strong> training for chaplains• implementation <strong>of</strong> chaplaincy.147However, it must be noted that, unlike the present situation in<strong>further</strong> <strong>education</strong>, all hospitals have chaplaincies <strong>and</strong> such servicesare very much part <strong>of</strong> the NHS’s own strategy for comprehensivecustomer <strong>and</strong> patient care.
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