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The goal of this paper is to explore the design and implementation of early years educational policy in England in the period 1997-2004. First to be described are the innovations in policy (i.e. the promise), followed by the 'evidence base' for new policy (i.e. the research), the delivery of new services (i.e. the achievement), and finally the tensions and gaps which remain (i.e. the shortfall). The paper will focus on evidence concerning expansion of services and on the benefit of early years education on children's development. It is argued that early years education in England has been transformed through the following: integration of education and care at local and national level, the introduction of the Foundation Stage Curriculum 3-6 years and its birth-3 years supplement, and the firm focus on families as well as children in the delivery of services. There are, however, gaps and tensions to be resolved before the overall vision can be achieved. [ABSTRACT FROM AUTHOR]

This year sees the 40th anniversary of the first policy paper regarding the use of computers in higher education in the United Kingdom. The publication of this paper represented the beginning of the field of learning technology research and practice in higher education. In the past 40 years, policy has at various points drawn from different communities and provided the roots for a diverse field of learning technology researchers and practitioners. This paper presents a review of learning technology-related policy over the past 40 years. The purpose of the review is to make sense of the current position in which the field finds itself, and to highlight lessons that can be learned from the implementation of previous policies. Conclusions drawn from the review of 40 years of learning technology policy suggest that there are few challenges that have not been faced before as well as a potential return to individual innovation. [ABSTRACT FROM AUTHOR]

The UK has access to a wealth of high-quality social science data and resources, through the UK Data Service. These data have been well used in research, and attention is now increasingly turning to their inclusion in the undergraduate curriculum. This paper describes how the data can be used in the teaching of methods courses, as well as being integrated into substantive courses. The UK Data Service is described in brief, followed by an example firstly of quantitative, then qualitative, data resources in teaching and learning. The data and resources lend themselves to a huge variety of disciplines, including those involved in health and social care education. As the UK embraces the challenge to improve the student experience in the teaching of research methods, the UK Data Service is particularly well positioned to address this. This paper provides examples and pointers to work that is ongoing and being further developed through the UK Data Service. Engagement with teachers is critical to enable further work to be developed in this important area. [ABSTRACT FROM AUTHOR]

Developing a coherent 14-19 phase of education and training has been a major feature of the last ten years of the Labour government. This has been the case, too, of the Welsh Assembly Government since its establishment in 1999 with its separate education policy and arrangement. The English 'project' might be characterised by (i) a more holistic approach to the total welfare of the young person, reflected in the attempt to join up the various services which affect welfare in general and educational achievement in particular; (ii) the 'personalisation' of learning; (iii) collaboration or partnership between the different providers of education and training; (iv) a reform of the whole system of qualifications; (v) a revamp of the training and apprenticeship system; and (vi) increased central 'management' of the system to ensure targets are reached. The Welsh 'project' has been different in many respects—an interesting contrast as the two systems increasingly diverge. [ABSTRACT FROM AUTHOR]

This article considers the impact of Superhighways technology on schools in the UK, in terms of the debate concerning the development of the conditions of postmodernity. In particular, it charts how the collapse of boundaries associated with postmodernism may have affected traditional divisions within schooling, following the introduction of broadband connectivity and Internet capability to schools and colleges. The authors review the broad approaches taken to the introduction of new technologies, such as the Utopian and Dystopian, transformative and incrementalist. By drawing upon the findings of the Education Departments' Superhighways Initiative, the authors explore the effects of new information and communication technologies on a number of traditional boundaries, including those between curriculum subjects, between pupils and teachers, and, more generally, traditional conceptions of space and time. The article concludes that, although initial indications suggest that the impact of Superhighways capability may be a transformative one, the effect on boundaries is mixed. While some boundaries such as those of space and time seem to be dissolving, others such as the division between academic subjects are much more resistant. [ABSTRACT FROM AUTHOR]

Discusses the nature of innovation in higher education teaching and learning in Great Britain. Increasing policy and funding emphasis on improvements in teaching; Typology of teaching innovation; Background on the history of innovation since the Second World War.

Compares and contrasts the different models for the provision and practice of part-time forms of higher education which have been developed in Canada and Great Britain. Brief exploration of the historical contexts of the two systems; Models of provision and practice.

This article presents information on the German education system. It cites some recent references to the strengths of various aspects of the German education system. A number of these systems are to be grafted on to the British system as a result of the Education Reform Act of 1988. Excellence in German education, tends to be characterized by indicators as the reduction of youth unemployment and the stimulus to the economy and understandably warrants consideration in the light of Great Britain's social and economic problems. It is further noted in this article that consideration of the origins of the educational system of the Federal Republic of Germany (FRG) and attempts to conceptualize its evolution lead to examine the post-World War II period of denazification and reconstruction. Similarities to the British tripartite system resulting from the 1944 Education Act will be apparent to any observer of the German federal school system. As education in the FRG is a matter for the individual, it is a mistake to refer to a national curriculum in the German context.

Reflects on the forty one years which have passed since the 1944 Education Act, the major developments of the period, and the aspirations of the post-war period in Great Britain. Processes of change in which educational issues represent themselves in different forms against the background of changing demography, politics and economics, and the unfolding social priorities which emerge from the evolution of the culture; Specific educational policy concerns intended for the 1944 Act; Consequences of expansion and development.

Looks into the post-war impact of war-time reform in educational government in Great Britain, both local and institutional level. Nature of the governmental process emerging in education; Political popularity of educational expansion; Significance of contemporary initiatives in funding and controlling aspects of further education and of vocational education in schools.

Focuses on issues related to compulsory curriculum in the education system of Great Britain. Contentions regarding the justification of the initiative; Difference in the interpretations of compulsory curriculum between those who favor the program and those against it; Presumption that any attempt to prevent children from doing what they want in morally unjustifiable.

Examines the impact of educational policy and practice on research in Great Britain. Movement of educational research from the macro to the micro study; Investigation on the external influences of the education system; Origin of the move towards naturalism and the proliferation of studies within the classroom.

The article focuses on factors that influences attitudes to technology in schools. A report of the Percy Committee on Higher Technological Education that was issued in 1945 consists issues dealing with national prosperity and education for a technological society. It is reported that in educational institutions, the expansion of places in science and technological faculties was not met by similar increases in the supply of students. Several causes have been advanced for this shortfall. Schools were criticized for not encouraging more of their able pupils to enter professional courses. Technicians have always sought to increase their numbers despite increasing the difficulty of their qualifications. Schools were particularly worried by the criticism that they were not supporting the technological effort in education. Academics in their turn complain that young graduates are given poor jobs and not allowed to make the contributions of which they are capable. In a nutshell, both universities and schools took a poor view of traditional metalwork.