Search

Purpose: The skillsets of science, technology, engineering and mathematics (STEM) graduates are widely recognised to be important for economic prosperity. At the same time, it is broadly accepted that in England there is a need to increase the number of people studying STEM degree courses and working in STEM. However, despite decades of interventions post-16, STEM participation rates remain lower than projected requirements. Some research reports suggest a lack of positive attitudes towards these subjects and aspirations amongst some social groups. As these debates continue, official reports such as those released by the Department for Education show these patterns from the labour market and higher education (HE) extend to both attainment and participation in science and math in school. Design/methodology/approach: In this paper, the authors summarise the authors' findings from the analysis of official reports, policy documents and major research reports focussing on attainment in school science and math and post-compulsory STEM participation. Findings: The authors identify the problematic ways in which STEM subject choices are made across the student life cycle and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution. Research limitations/implications: Some aspects identified here warrant further research and will be of particular interest to researchers, practitioners and policymakers. Originality/value: In this new report, the authors identify the problematic ways in which STEM subject choices are made across the student life cycle in England and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution. [ABSTRACT FROM AUTHOR]

Purpose: This paper reviews changing government policy on adult education in England over the past 20 years and the funding regimes affecting adult and community learning and union-led learning, which play a major role in learning opportunities for socially excluded adults. Design/methodology/approach: A review and analysis of extant literature, informed by previous involvement in the sector and ongoing collaborations. Findings: Two decades ago, adult education in England provided a variety of learning opportunities for people who either had limited qualifications or who needed to reskill for whatever reason. Access to those opportunities has been reduced just when it is most needed. Research limitations/implications: This is a review and viewpoint paper based on experience in England, the limitations of which are discussed in the concluding section. Notwithstanding the institutional specificities of adult education in England, many of the implications are generic and have wider relevance beyond this country context. Practical implications: Economic recovery post-coronavirus (COVID) and Brexit will require more access to adult education so people can prepare for labour market re-integration. The practical implication of extending provision in adult education to support labour market integration of vulnerable workers is relevant to most countries. Originality/value: This paper takes a holistic view of adult education, with particular attention to adult and community learning and union-led learning. [ABSTRACT FROM AUTHOR]

Purpose: With the growth of entrepreneurship education adoption in higher education institutions (HEIs), the importance of assessments as a tool to gauge and enhance learning is of utmost importance. The purpose of this paper is to examine the influence and appropriateness of current assessment methods for engineering and technology students in Nigerian and British HEIs. Design/methodology/approach: The study employs a qualitative research method with a case study approach to investigate the impact and suitability of assessment methods currently used within entrepreneurship education in Nigeria and England. Findings: The results reveal that lecturers across both countries believed that assessment methods currently in use were appropriate, but were not uniform in its influence on learning. However, students were unanimous in that most assessment methods currently used were not effective at enhancing their learning, not very appropriate, and were not a good judge of their work and effort. The results were used in building a framework to understand the importance of assessment methods in entrepreneurship education. Originality/value: In light of the inadequate literature, this paper covers an acute gap in the field. This will allow policymakers and different interested parties to reassess the development of suitable assessment methods to involve students as key stakeholders. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to discuss the current context, scope and problems in the provision of work-integrated learning (WIL) in legal education and how the adoption transformative pedagogies in WIL which is offered in legal education can foster personal and social transformation in addition to enhancing lawyering skills. The paper draws on learning from Australia, England and the USA. Design/methodology/approach -- The backdrop of this conceptual paper is WIL and transformative education. The text begins with a critique of existing WIL frameworks and practices in legal education in Australia, England and the USA. This exposes a focus on skills enhancement at the expense of social and personal transformation. Drawing on transformative learning, the paper proposes practices which can be used in WIL offered in legal education to enhance personal and social transformation. Findings -- There is very little literature on how legal education and WIL in legal education can enhance personal and social transformation. Tensions continue to exist between the predominant aim of instilling the legal skills necessary to ensure that graduates are prepared for legal practice through WIL programmes and between the need to simultaneously enhance critical consciousness and social transformation necessary for active participation in social and professional life. Research limitations/implications -- More research is required on the best manner in which the ideals and practices of emancipatory education can be installed within WIL programmes so as to successfully reduce the tensions between the instilling of legal skills required to practice law and the need to train students to be holistic, critical and constructive thinkers. Practical implications -- The suggestions made in this paper provide a framework to adopt critical pedagogies in the provision of WIL in legal education. The theoeretical and practice-based suggestions presented in this paper are also relevant to other professional disciplines where personal transformation is desired. Originality/value -- The literature on legal education predominantly focuses on enhancing lawyering skills and competencies and there is an absence of the utilisation of transformative pedagogies in legal education generally and WIL offered in legal education. Drawing predominantly on the literature and practices relating to legal education in Australia and incorporating comparative insights from England and the USA, the paper contributes to the broader literature on transformative learning. Most significantly, the paper contributes specifically to the use of transformative pedagogies in WIL offered in legal education through the suggestion of practices relating to critical reflection and dialogue which are not commonly used in legal education. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to present the current state of student volunteering in English universities, and show how it contributes to some of the core activities of higher education, including teaching and learning, employability, and public engagement. The paper goes on to describe challenges currently faced by student volunteering, and opportunities for its future development. Design/methodology/approach - This viewpoint article utilises the experiences and observations of two former higher education community engagement practitioners who are now working at a national level to raise the profile of student volunteering, and reviews recent policy and practice related to this subject area. Findings - Although student volunteering has a long tradition in English universities and there has been investment in the provision over the last decade, student volunteering is currently at a critical point. Without stronger evidence of impact, continued funding and an integrated approach to its development, student volunteering will not meet its full potential for higher education. Practical implications - The paper has implications for higher education senior management, employers, community and employer engagement practitioners within higher education, and students. It advocates that integrated approaches are needed at national and institutional level to support the development of student volunteering. Originality/value - The paper utilises the unique experience of former practitioners who now work in national roles, exploring a wide range of contemporary sources. [ABSTRACT FROM AUTHOR]

Purpose – Although the assessment of enterprise education activities has been widely highlighted as a key area of concern, it continues to be under represented in the literature. Questions remain as to how educators seeking to monitor student progression can capture quality data and measure relevant aspects of development, often leading enterprise education to be monitored rather than assessed. This article seeks to explore the challenges of assessing enterprise education in the secondary education sector. It aims to provide useful insights to help practitioners understand how to evidence the impact of enterprise learning by students. Design/methodology/approach – The paper first presents a critical review of the existing literature with insights from specialist practitioners sourced through an online survey and a seminar. This provides a broad review of the field from a practitioner standpoint focusing on current assessment techniques and standards. Using these data a conceptual pedagogy is proposed for the delivery of enterprise education and a methodology for its assessment, to be developed in future work. Findings – A critical review of the assessment of enterprise education is presented. This exposes challenges of a confused field, with pockets of good practice in schools often not shared or understood out of context. The development of a novel pedagogical model for teaching enterprise education is proposed, linked to a prototype assessment methodology which presents a new approach for enterprise teaching and learning. Research limitations/implications – The work is limited at this stage since participants in the research were drawn from one geographic area in the East of England, and examples of qualifications reviewed were not exhaustive, but these limitations can be addressed in future research. Practical implications – The paper provides a conceptual model for structuring enterprise education which may have relevance across the secondary sector and beyond. Originality/value – The article investigates the problems of assessing enterprise in secondary education, examining what does and does not work, and providing practitioners with useful guidance. In this important topic it is vital that new approaches are developed which can create a broader debate especially at a time of such great change in the educational landscape. This paper provides a platform for further development in the field. [ABSTRACT FROM AUTHOR]

Purpose – The aim of the paper is to locate and understand VET provision for young people in England and Scotland as a set of policies and practices that can also be located within a broader Europe-wide discourse. Design/methodology/approach – The research drew upon findings from a longitudinal study that comprised interviews with young people who were in JWT at the outset of the research. The work was conducted in the South West of England in 2007 and 2008 and comprised in-depth interviews with 13 young people, supported with 155 telephone interviews, a focus group session with three young people, and a participative research seminar with 25 key stakeholders. Findings – The research showed that although there are nuanced differences in approach, the fundamental basis of the policy rhetorics is the same. Whilst the issues and questions in this paper have been informed by the position in the UK and in particular England, it would seem that the same or similar issues and concerns have become part of the mainstream discourse, certainly within the OECD countries and beyond. Research limitations/implications – The methodology brings a narrative approach (focused upon individual young people), to bear upon a set of policy discourses within the education and skills agenda. Whilst the approach of the paper does not allow for generalisation, it does highlight the problem with a policy focus that fails to take account of what those most affected by the policies actually value and believe. Originality/value – This paper draws together policy narratives and the experiences of young people. [ABSTRACT FROM AUTHOR]

Purpose - The paper alerts small business employers to new dictates of the Disability Discrimination Act (2005) as it applies to learning disabilities. Then the "Learning to Work" project featured in the paper offers small business employers a set of approaches and methods for the identification of a learning-disabled young adult candidate's training needs. Design/methodology/approach - Interviews were carried out with 12 of the 52 companies in which the Breakaway-supported employment service, operating from the Southdown Housing Association, has so far secured employment for people with learning disabilities. Findings - Comments from employers in the survey represented predominantly very favourable experiences with the learning-disabled individuals, mixed with some reservations about their need for additional training time, and their relative inflexibility in response to change of work routines. Research limitations/implications - The investigation was confined to SMEs in Sussex. As they stand, the methods could be used in different business sectors, but further research is planned on elicitation of candidates' personal constructs, resource modelling, and continuous training cycles. Originality/value - Recognised supported employment models were used but significantly adapted. Some methods used in the paper were new. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to describe the work of Staffordshire University in engaging with local employers and local further education colleges in the development of a Foundation Degree in Applied Technology. Design/methodology/approach - Following an outline of current government policy in employer engagement, the paper identifies - from the literature and recent quality reviews of provision - some issues for higher education institutions in developing a work-based learning curriculum with industry. It then outlines a case study of the Foundation Degree in Applied Technology - a collaborative venture between Staffordshire University (the awarding body), Burton College (the deliverer of the award) and JCB (the employer). In conclusion, the paper evaluates the case study. Findings - Evaluation of the case study suggests that the Foundation Degree in Applied Technology, as designed by Staffordshire University and delivered at JCB by Burton College, is a model of good practice in employer engagement. Originality/value - The value of this paper is that the case study illustrates key success factors, for higher education institutions and further education partnerships, in engaging with industry to design and deliver a foundation degree for a major manufacturing employer in the private sector. [ABSTRACT FROM AUTHOR]

Purpose - The School of Nursing and Midwifery at De Montfort University has been consistently successful in producing student midwives who are, by the end of their chosen programme, fit for practice, purpose and award according to the DMU. This paper aims to investigate this claim. Design/methodology/approach - The paper looks at De Montfort University where an innovative tripartite assessment process has been developed to support midwifery students in practice. This involves the student, his/her personal tutor and his/her clinical midwife mentor. All three are involved in the planning of appropriate learning experiences to facilitate the student in meeting the clinical learning outcomes, utilising a personal professional portfolio. Findings - The paper finds that the close working relationships between the placement providers and the university have improved the assessment of practice and enhanced the student experience. Clinical midwife mentors have commented on how well the tripartite approach works and they appreciate the clear lines of communication that this relationship provides. The personal tutor role is well established in the School of Nursing and Midwifery and the midwifery team have developed this role to include the assessment of students within the tripartite structure. This is beneficial from a quality perspective; while clinical midwife mentors will obviously change due to differing student placements, the personal tutor is the variable that is the constant through the student's progression on the programme. Originality/value - The tripartite approach to the practice assessment of pre-registration midwifery education investigated in this paper has proved to be a robust approach to ensuring students are fit for practice, purpose and award at the point of qualification and eligible to register as a midwife with the Nursing and Midwifery Council. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to investigate the factors that influenced seven graduates in the creative and digital industries to start their own businesses in Barnsley, South Yorkshire, UK – an area with lack of employing establishments and locally registered businesses. Design/methodology/approach – Questionnaires and semi-structured interviews identified the constraining and enabling factors graduates may encounter when attempting to start a business, and explored the impact of support provided. Findings – Perceived constraining factors were: lack of general business knowledge, contradictory advisory support from external agencies, lack of sector-specific mentors, lack of finance, and experience of familial entrepreneurship. Perceived enabling factors were: co-mentoring from business partners, course content, financial gain, creativity and innovative ideas, control and risk taking, and the overarching package of support. Linkages between internal and external support could be improved. Research limitations/implications – The study provided insights into constraints and enablers to self-employment for a small cohort of recent graduates looking to start-up in the creative and digital industries. Further studies are required to explore the suggested effect of the "creative identity", and of sector-specific family entrepreneurial background. Practical implications – The support provided by universities can facilitate the transition from early stage ideas to actual graduate business start-up. Issues such as provision of specialist advice and links with external parallel and follow-on support need to be considered. Originality/value – University start-up units provide an important contribution to the development of graduate entrepreneurs and their role in the growth of national and global economy. Suggestions for improvements in performance, such as closer links with external business development agencies and support providers, are discussed. [ABSTRACT FROM AUTHOR]

The article discusses a research paper, which focuses on issues in the adoption of new technology in small technology oriented firms, based on surveys of small information and communication technologies (ICT) oriented firms in the West Midlands region of the United Kingdom. It explores issues which smaller firms face with the adoption of new technologies. It reveals how pressure to adopt new technologies largely emanates from within the small firms and shows what can happen where an owner-manager is or is not willing to listen, learn and provide appropriate resources to ensure the smooth adoption and implementation of new technologies.

The article discusses a research paper which focuses on development of a collaborative learning environment through technology enhanced education (TE3) support. It reports on the development of a knowledge transfer project, part funded through TE3, designed to encourage innovation and improve the capability of SMEs in the West Midlands region of the UK. It outlines a proposal for a collaborative learning environment which will provide value to designers of virtual learning environments and funded support providers. Findings reveals that firms that efficiently tap into all relevant sources of knowledge are likely to thrive and those which cannot may struggle.

Purpose - This paper seeks to investigate the provision of Vocational Education and Training (VET) in Small Ethnic Minority Businesses (SEMBs) operating in the West Midlands region of the UK. Design/methodology/approach - A qualitative approach is employed, involving in-depth, face-to-face interviews with 66 owner/managers of small ethnic minority businesses located in the West Midlands region of the UK. The research sample included 26 graduate entrepreneurs and 40 non-graduate respondents. Findings - Most of the SEMB owner/managers in this study exhibited a positive attitude towards VET. A large proportion of the respondents, however, admitted not to have provided any training during the previous 18 months of trading. Training provision appears to be affected by both "directly" and "indirectly" relevant factors. The majority of the SEMB owner/managers in the research sample do not have specific human resource strategies, audits, plans or related budgets, and training was offered largely on a reactive rather than proactive basis. Research limitations/implications - Caution is advised in the use and generalisation of results that emerge from qualitative research that involved a small sample of respondents chosen from a restricted area of the UK. Originality/value - The paper makes an original contribution of exploring the area of vocational education and training in small ethnic minority businesses that is at the forefront of discussion in academic and industry in the UK. [ABSTRACT FROM AUTHOR]

Purpose - This paper is of a complex and challenging collaboration. It aims to explore the challenges to both higher education (HE) and commissioners that stimulated different thinking and creative ways of delivering learning, assessing and the consequent impact on practice through a collaborative programme. The purpose of the collaboration was to design and deliver a postgraduate level programme focusing on the development of leadership practice in the health and social care sectors in London and on the development of a curriculum in leadership capabilities and knowledge leading to the award of a Masters in Work Based Learning Studies (Leadership). The two key players were the NHS as commissioners of the work and a London higher education institution (HEI), who worked in partnership to accredit the programme, Design/methodology/approach - This case study explores the processes, the problems and the rewards that evolved came from an emergent partnership between HE and senior health and social care professionals to develop a postgraduate programme that would meet professional and academic requirements. Findings - The outcome from this experience evolves around learning about the management of complexity in education partnerships; the importance of planning, and clarity; of roles, purpose and outcomes, and where authority lay. Each side gained a new respect for each other. Most importantly it was generally accepted by the commissioners, the university and the students themselves that the work made a difference to the way health care was delivered and managed, and thus to the patient experience. Originality/value - This paper should be of value to anyone interested in establishing joint programmes between employers or commissioners and HEIs [ABSTRACT FROM AUTHOR]

This paper explores the challenges involved in the development of coordinated management consulting services for small and medium-sized international companies in the East of England. This paper synthesises the findings of recently published quantitative and qualitative research to identify the characteristics of small to medium-sized enterprises seeking to trade internationally. The provision of coordinated and funded consulting services for these companies will require skills and marketing tools development for advisers and consultants. The region's success in achieving its economic targets will be assessed in terms of its inherent features and emerging strategies to move from service based on the information paradigm to those based on the consultancy paradigm. [ABSTRACT FROM AUTHOR]

The article discusses a research paper, which focuses on financial education in small ethnic minority businesses in Great Britain, based on portal survey of owner/managers in 64 ethnic minority small-medium sized enterprises (SMEs) and a control sample of 23 non-ethnic SMEs of United Kingdom. It evaluates the financial education needs of ethnic minority SMEs in the West Midlands region of the United Kingdom. It makes an empirically rigorous contribution to a relatively under researched aspect of SME research. Results of research are discussed which show that owner/managers of micro-businesses have lower educational achievements as well as higher financial education needs than their counterparts in small and medium-sized firms.

The article discusses a research paper, which focuses on training needs for women-owned SMEs in England, based on quantitative data collected through 108 on-line questionnaires. It investigates needs and preferences for training among growth-oriented women-owned SMEs in East of England. It offers original primary research into contributory growth factors for women-owned enterprises in a representative area of Britain, identifies key issues, maps survival and success factors, and assesses women entrepreneurs' training needs and preferences. Findings of research are discussed which reveal that one fourth of respondents received growth-oriented training in the previous two years, with an average duration of 3-5 days per year. The result is limited to service sectors and sole proprietorships.

Purpose - This paper aims to report findings from a North East (of England) study co-financed by the European Social Fund and the Learning and Skills Council to explore the issues around the provision of vocational training for women in Northumberland, focusing on the construction, engineering and manufacturing sectors. The aim of the research was to investigate the extent to which current vocational training provision is adequately meeting the needs of both women learners and employers in Northumberland. Design/methodology/approach - The research consisted of a survey of learning providers in Northumberland and the immediate surrounding areas; interviews with local and regional policy makers, practitioners and service providers; interviews with local employers based in the construction, engineering and manufacturing sectors; and finally, focus groups and interviews with a range of women across the county. Findings - First, the research implies that the social and cultural context of Northumberland and the wider North East region is an important factor in explaining the position of women in non-traditional occupations in Northumberland. The research also implies that at present careers in the construction, engineering and manufacturing industries are not being promoted effectively to young people, particularly within schools. Finally, at all levels there is a clear need for the various agencies responsible for promoting non-traditional occupations to women to work together more effectively. Originality/value - This paper is of value to employers, policy makers and service providers seeking to encourage more young women into non-traditional occupations, particularly within Northumberland and the North East region. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to give details of an operation carried out in Sheffield to increase the recruitment of young men into the steel forging industry. Design/methodology/approach - The Sheffield Forges Co-operative Training Scheme was designed to encourage boys to enter the forging industry and to provide them with training and education to become skilled and knowledgeable forgemen. The scheme would last two years, and the boys would spend three days per week at their recruiting company, one day per week receiving specialised training at a forging hammer at a separate site, and one day a week at the Sheffield College of Further Education, where he would take a general course including English, social studies, calculations, elementary science and metal work. The boys also studied the general section of the City and Guilds Iron and Steel Operatives' Course and the Forgings, Pressings and Stampings section of the course, in order to receive training specifically for employment on hammer forging. Findings - This scheme shows recruits that a production job in forges can be interesting, and it can be one in which they progress. It gives them a status which had never before been present when entering forge work. Following the successful beginnings of this scheme, similar schemes are being investigated in melting shops and rolling mills. Originality/value - The Sheffield Forges Co-operative Training Scheme was created to solve recruitment and training problems in the forging industry. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to: first, outline the features of the contemporary apprenticeship system, and its performance in terms of the numbers starting and completing programmes; and second, to report the findings of empirical research which sought to identify the characteristics of effective apprenticeship. Design/methodology/approach - Two contrasting sectors were selected to identify aspects of provision that generate "success": "engineering", which has a long tradition of apprenticeships and "business administration", which has a shorter history of involvement. Four organizations, two from each sector, were selected from those, which had gained the highest grade in the formal inspection of apprenticeship provision undertaken by the Adult Learning Inspectorate. Interviews were carried out with training personnel and investigated issues such as the organisation's rationale(s) for employing apprentices; the costs and benefits associated with the approach; the structure of the training and the pedagogical processes employed; and the links between the programme and career progression. Findings - The findings in the paper indicate that effective apprenticeships are strongly associated with a sustained organisational commitment to apprenticeship. This stems from an identifiable business case to recruit and train young people and a concern with their personal (long-term) as well as job-specific (short-term) development. This approach is manifested through the development of programmes which ensure that apprentices participate in a wide range of co-ordinated and progressive work and learning opportunities. Originality/value - The paper identifies a range of good practice features emerging from the case studies and discusses the prospects for extending this approach to other industries and occupations. [ABSTRACT FROM AUTHOR]

Purpose - This case study aims to provide a critical evaluation of the decision by the University of Wolverhampton's School of Legal Studies to develop a number of work-based learning modules, offered as part of the undergraduate programme. It seeks to examine why the School has taken the approach of embedding work-based learning into what has traditionally been a purely theoretical programme. Design/methodology/approach - This is a case study which evaluates the decision by the School of Legal Studies to implement a range of work-based learning modules. Findings - Initial findings suggest that there are clear benefits for students undertaking work-based learning modules. Research limitations/implications - Further research is needed to establish whether there is a clear link between students electing the work-based modules and a positive impact on graduate employability. Practical implications - Institutions could consider work-based learning as part of the response to the employability agenda, in a climate where competition for jobs is fierce, particularly in the area of law. Originality/value - This case study will be of value for those institutions which are considering introducing work-based learning modules for law students. [ABSTRACT FROM AUTHOR]

The article focuses on the study which investigates the benefits of pre-employment education and training and its impact on the students’ choice of career paths. It mentions that this was conducted for finding partnership between Teesside University, Great Britain and a North East Police Force, England. It informs that the formation of a partnership approach to the delivery of a pre-employment programme, and researches its impact on decisions for career selection and provides a model for future pre-employment education and training.

Purpose - To evaluate the impact of rural renaissance projects aimed at overcoming issues of accessibility and out-migration of the younger, more economically active population and to consider what young people feel about education, training and rural living in Ryedale, North Yorkshire. Design/methodology/approach - Twenty Single Regeneration Budget (SRB) 5 projects focus on the 10-29 age group to improve their confidence, employability and opportunities to encourage them to remain in, or return to, Ryedale. Research includes interviews with project managers and a survey of Year 11 students in four secondary schools to reveal views on education, jobs and rural living. The 320 replies are compared with 378 from a 2001 survey. Findings - Educational attainment is rising. Young people expect to remain in education post-16, but leave Ryedale for educational and employment opportunities. Job aspirations suggest mismatches between requirements and availability, especially in skilled professional, associate professional and technical fields. Ryedale is increasingly perceived as a pleasant, secure environment; many wish to stay or return eventually. Research limitations/implications - The surveys feature Year 11 pupils. Further work might examine different age groups, areas and factors encouraging young people to stay in rural areas. Practical implications - The SRB 5 projects produced positive impacts, however, scope remains for greater representation of young peoples' needs and inputs into local services and decision-making. Originality/value - The paper offers a temporal comparison of surveys and projects related to young people in a rural area. It is of value to policy-makers and educationalists examining young peoples' perceptions and out-migration influences. [ABSTRACT FROM AUTHOR]

Provides a review of the gap between student's entrepreneurial needs and aspirations and the entrepreneurship education offerings within higher education institutions (HEIs) in Leicestershire, UK. Utilises data from three surveys of university fresher students, held in 2001. Uses the findings as the basis to assess the gap between fresher students' entrepreneurial needs and aspirations and the capability of HEIs to meet them. Draws on multiple surveys from universities in Leicestershire and so will be of relevance to other HEIs with similar student demographics. Fulfils a need to take a strategic review of how HEIs can develop the capability to meet the entrepreneurial needs of new students in supporting their future aspirations. [ABSTRACT FROM AUTHOR]

West Yorkshire universities together with Yorkshire Forward, the Regional Development Agency (RDA) for Yorkshire and Humberside, are collaborating on a graduate entrepreneurship programme. This paper outlines the national and regional context for the role of entrepreneurial education in producing new business and a climate in which creativity and innovation may thrive. [ABSTRACT FROM AUTHOR]

Primary teaching trainees were given a 1-week placement in environmental science centres, to learn about teaching children in non-school contexts. The placements were mainly in the South West of England, and included both residential and day-visit centres. Evaluation was through written and oral feedback from hosts and students, against a set of criteria. The article provides a rationale for such placements within a PGCE programme, describes how they operated in practice and analyses the feedback to make recommendations for future operation of the programme. It recommends provision of more documentation on placements at the planning stage, and proposes a more structured programme for working with children and materials development. The article makes recommendations for further research into the logistics of such placements, the impact of materials developed by trainees, their role and status during placement, and potential benefits of negotiating their own placements. It concludes by discussing the implications for placements more generally. [ABSTRACT FROM AUTHOR]

A study by the OECD in 2001 indicated that the UK had one of the strongest links between social deprivation and educational underachievement. This article uses original analysis to report a close correlation over the period 1997-2001 between educational achievement in the London boroughs and various indicators of the extent of social deprivation in those boroughs. When the data are further disaggregated in terms of "inner" and "outer" London locations of those boroughs the so-called "cycle of deprivation" hypothesis is supported still more strongly. The article goes on to discuss the implications of these results for broader policy issues such as central government use of the "standards fund" to target finance to the more deprived schools and the recently announced government decision to appoint a commissioner to improve standards in London schools. [ABSTRACT FROM AUTHOR]