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This paper reflects on the work done at a large UK university to redesign assessment procedures in a way that was intended to contribute to an improvement in assessment literacy for staff. Existing practice was reviewed and showed that changes in assessment processes were needed to make the organization of assessment more consistent and more transparent across the institution and to develop staff assessment literacy. Revised procedures were designed and implemented in order to make a clear distinction between institutional requirements for ensuring standards and recording outcomes, and academic decisions that ensured that assessment was designed to be appropriate for disciplinary requirements. [ABSTRACT FROM AUTHOR]

Formally the new public management model of governance was introduced into British higher education with the passage of the 1988 Education Reform Act, which abolished the existing University Grants Committee (UGC) and instigated the funding councils. This article explores the relationship between the state, the funding councils and the universities with respect to the contemporary development of the English system of higher education. The analysis is based on an exploration of four key policy issues: the quality assurance regime, the research assessment exercises, the widening participation agenda and the introduction of student fees. The goal is to explore how the quasi-state organisations-in particular the Higher Education Funding Council for England (HEFCE)-have mediated the relationship between the state and the universities. The evidence suggests that the coupling of the state to the universities follows one of three tracks: compliance, resistance and seduction. The article explores what factors determine why one relationship (or combination of relationships) prevails, and explains patterns of change over time. The overall conclusion is that institutional interaction is very complex, and it is inaccurate-as is sometimes claimed-to view the funding council as little more than a compliant channel of government policy. [ABSTRACT FROM AUTHOR]

The author reflects on the problems in learning institutions in Great Britain. He argues that many of the problems of the English universities are due to the changes in the society and the challenges caused by the rapid growth of the whole educational system. Moreover, the author contends that the country's educational system does not educate individuals who would fit in the kind of society in the future.

Reports on the education bills introduced in Great Britain. Intention of the bills to increase the accountability and quality of schools and further education colleges and to reorganize and improve access to higher education; Aim of the Education (Schools) Bill to ensure parents receive a summary of the reports of school inspections and an action plan drawn up by the school governors to tackle any problems highlighted; Impact of the reforms on the British education service.