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As part of the implementation of the Youth Training Scheme in 1983 the MSC established, and funded, an Accredited Training Centre in each of its areas. The functions of these centres is to support Managing Agents and Providers of the scheme by offering a staff training and consultancy service. This paper discusses some of the problems of designing a training programme that will meet the basic criteria laid down by the MSC for YTS staff training and at the same time meet the logistic problems of implementing the training. It has two main objectives, (1) to design a pattern of training provision that will meet the training needs, and (2) to enable the preparation of training units to be completed in a relatively short period of time by a range of specialist tutors. The paper is not intended as a critical piece of work but rather a proposed model for designing and implementing the training provision of the centre. It is a discussion paper and any opinions expressed are those of the author and not necessarily those of the MSC or of the Local Authority (ILEA). [ABSTRACT FROM PUBLISHER]

Two important government White Papers published since 1980 have pointed to the desperate skills shortages in certain new areas, and the consequent need for relevant and up-to-date vocational education. But exactly what are these relevant skills and how do employers see them? This paper reports a preliminary investigation into the stated ‘needs’ of employers and relates these to some of the landmarks in the call for pre-vocational education of the last decade. The paper ends by pointing to further research which could be done into this crucial problem of matching vocational education with the needs of employers in a rapidly changing society. [ABSTRACT FROM PUBLISHER]

This paper categorises rationales used to support investment in technical and vocational education programmes. It reviews a range of general approaches that have been pursued and comments on the different purposes which can be identified. The penultimate section reviews evidence on the cost‐effectiveness of technical and vocational education interventions. Concluding remarks summarise and comment on the consensus that appears to have emerged from experience with many different projects. [1] This paper derives from work undertaken in preparing K. M. Lewin & A. Ross Dialogue for Development: a policy review of British educational aid towards 2000. London: Overseas Development Administration. [ABSTRACT FROM PUBLISHER]

The mere existence of competency standards for an occupation is not, in itself, enough to tell us whether they will be a help or a hindrance for education and training providers. Instead, that will depend on what sort of competency standards they are and how they are being used by the education and training providers. This paper will describe, firstly, the types of competency standards that would be a hindrance for vocational education and training providers and those that would be a help. Secondly, assuming that competency standards of the helpful type are available, the paper will outline the ways of using them that would still be detrimental to vocational education and training, and contrast this with ways of using them so as to improve the provision of vocational education and training. As against the widely held belief that competency standards require a totally new approach to vocational education and training, this paper argues that this is true only of the type of competency standards that are a hindrance. The type of competency standards that are helpful to vocational education and training provide a powerful means of improving what has always been best practice in the design, delivery and assessment of vocational education and training courses. [ABSTRACT FROM PUBLISHER]

This paper describes the methods employed by technical institutes in Hong Kong to maintain academic standards. It begins by outlining the organisational structure within which the technical institutes operate. A brief description is given of the main learning resources currently available at the technical institutes. The paper then describes how a new course is introduced and its curriculum determined, how students' achievements are assessed, how teaching staff are assigned, and how teaching performance is evaluated. Procedures for the investigation of low pass rates are outlined. [ABSTRACT FROM PUBLISHER]

The nature of autonomy, and the relevance of education to its development is explored through a discussion of three theories—progressive, liberal-rational and social class — of the curriculum. The discussion proceeds by a critical appraisal of a recent paper in which the theories are expressed. Reasons are advanced for a preference for a ‘collaborative’ over a ‘negotiated’ curriculum. The paper ends with a summary of arguments defending the liberal/rational curriculum against the progressive and social class analyses. [ABSTRACT FROM PUBLISHER]

The starting point of this paper is that, despite the reconstruction of the education service since 1944, serious deficiencies have remained in post-school opportunities. Latterly problems have become accentuated by circumstances of financial constraint, and rapid technological change suggests even more pressure on limited resources. Such a combination of factors has provided the impetus for the development of open learning schemes, and issues relating to one recent scheme in particular—the West Yorkshire Open Learning Federation (WYOLF)—are explored. These include: the institutional framework for WYOLF courses; the approach to ‘openness’ and implications regarding the target population; the structure of accreditation and the monitoring of standards. It is suggested that, while the current climate may be favourable to open learning, the acceptability of outcomes must involve considerable flexibility on the part of all concerned. The author wishes to express his thanks to the Steering Committee of WYOLF for information on which this paper is based. It is emphasized, however, that the views expressed here are not necessarily those of the Committee. [ABSTRACT FROM PUBLISHER]

This paper, which is based on ESRC‐funded research, draws on quantitative and qualitative data to examine the transformation of the business studies curriculum in secondary schools. It links this transformation to the emergence of the ‘new vocationalism’ and to alleged changes in the nature of work, work organisation and the labour market. The paper argues that the changes which have taken place in the business studies curriculum are the result of interplay between the rhetoric of the new vocationalism, the resources mobilised to support this rhetoric, the activities of various mediating agencies, the characteristics and environments of schools and the professional and career concerns of teachers. The paper ends by considering the place of business studies within the curriculum in the aftermath of the 1988 Education Act. [ABSTRACT FROM PUBLISHER]

Household survey data for II Latin American countries are used to assess earnings differentials by type of secondary education during the late 1980s. Introduction of the cost of the curriculum allows for the estimation of private and social rates of return to investment in education by type of secondary school curriculum. The paper documents mixed results. In some countries the private returns to vocational schooling are higher than the returns to general secondary schooling. Introducing differential cost of curriculum and estimating social returns to schooling results in much lower returns to vocational schooling. [1] The views expressed in this paper are those of the authors and should not be attributed to the World Bank. [ABSTRACT FROM PUBLISHER]

The skills base of the workforce in Australia is critical in setting the foundations for micro‐ and macro‐economic resurgence and, consequently, in making the nation internationally competitive. The significance of the quality movement is therefore gaining recognition in vocational education. As with industry, quality is seen as critical and quality assurance is being demanded in skilling the workforce. This paper describes vocational training as a process and depicts how quality can be assured in every aspect of the process. It presents a practical approach to quality assurance in vocational education. In addition, it emphasises the need for a continuous management commitment for the successful implementation of quality assurance in vocational education. The paper describes how the concept of quality assurance can be used to improve the standards of vocational training. It also emphasises that now is the time for meeting the needs of stakeholders and for fostering innovation and improvements in vocational education through quality assurance. [ABSTRACT FROM PUBLISHER]

Higher education institutions were invited in 1988 to bid for substantial grants to encourage the development of curricula that would produce the ‘enterprise graduate’. This paper discusses the Enterprise in Higher Education Initiative with reference to six case studies of courses with very close links with their respective employment sectors. The paper tentatively suggests the following conclusions: (a) that meeting Industry's demands can lead to the opposite of enterprise education, i.e. conservative credentialism; (b) that the lack of a satisfactory national policy on training and the attempt to ‘push down’ training to courses has an ‘opportunity cost’ which could lead to less enterprising graduates; (c) that enterprise education should be concerned with the needs (in a broad and general way) as opposed to the demands of industry. [1] This paper is based on work undertaken for the Department of Employment at Newcastle upon Tyne Polytechnic. The views expressed are those of the author and not those of her co‐research workers or the Department. The case studies and the full report are available from MARCET at the University of Northumbria, Newcastle upon Tyne, 1 8ST. [ABSTRACT FROM PUBLISHER]

Economic development, urbanisation and a rapidly increasing population have posed considerable problems for the higher education system of the Republic of Turkey. In particular there has been a great increase in demand for places in Turkish universities. This paper outlines the national one-stage test system which operated between 1974 and 1981 and describes in more detail the two-stage test system which has operated since 1981 by OSYM, the Student Selection and Placement Centre. The system governs selection and placement for the great majority of higher education programmes throughout Turkey. The paper ends with a discussion of the limitations of the system and suggests reasons why it appears to have gained for itself a reputation for efficiency and fairness. [ABSTRACT FROM PUBLISHER]

This paper has sought to trace the kinds of influence that have shaped our understanding of the terms ‘education’ and ‘training’. It has argued that while one could clearly differentiate between these terms during an era when Taylorist notions tended to dominate the work situation, it is no longer appropriate to do so; so that when writers currently refer to ‘training’—especially in connection with recent changes in industrial awards which incorporate the concept of a ‘career path’ for employees with associated education and training—‘education’ could in most cases be substituted. The paper has also suggested that the gradual abandonment of Taylorism by management, with its associated ‘training’ for highly subdivided employment tasks, has in large part been due to determined resistance from the trade unions. [ABSTRACT FROM PUBLISHER]

Student communication skills have been a topic of much recent concern and debate: graduates and newly qualified accountants being heavily criticised for their lack of them. This research report describes the work which is being carried out at Portsmouth Polytechnic to overcome deficiencies in this important area of education. [ABSTRACT FROM PUBLISHER]

The paper questions the traditional image of the secretarial role as supportive and non-decision making and highlights the scope for managerial activities. Particular concern centres on whether the traditionally established occupational image discourages students with managerial aspirations from taking secretarial/clerical courses. Research evidence drawn from a study of female students attending such courses, showed that the majority did express an interest in a career involving some level of management. A detailed profile of those students aspiring to management positions is presented. It was discovered that while aspirations to management might be strong, these students did not display a wide knowledge of the type of activities involved in the managerial process. The paper concludes by supporting the inclusion of management studies within the curricula of secretarial/clerical courses. [ABSTRACT FROM PUBLISHER]

It appears possible to discern a clear pattern of relationships since the 1960's between the generally perceived economic needs of the nation at any one time and certain widespread educational developments in both curriculum and methodology within secondary and further education. In broad terms, a concern to place greater educational emphasis upon scientific studies was followed by a greater emphasis upon technology, and this in turn upon the commercial knowledge and skills necessary to achieve maximum benefit from technology and productive resources. As part of the latter trend, three educational concepts have in recent years achieved wide currency and have been espoused by various groups of educational bodies, institutions and interests. These concepts are Education for Capability, Education for Enterprise, and Entrepreneurship Education. In Part I of this paper some major educational manifestations of these concepts, particularly in the form of curricular development, are outlined. Since considerable difficulties appear to arise from the lack of clear definitions, Part II of the paper attempts a study of the conceptual problems involved. Part III attempts to present a synthesis in the form of suggestions for curriculum development in enterprise/entrepreneurship education across the spectrum of general education, pre-vocational education, vocational education and training, and adult retraining/continuing education. [ABSTRACT FROM PUBLISHER]

The introduction, in September 1983, of the Youth Training Scheme under the Manpower Services Commission, will require those involved in the planning and administration of such schemes to become aware of the need to prepare a training package which is designed to: 1. (1)develop in the young person the basic skills of communication, number and its application, manual dexterity, problem solving and planning, and computer literacy and information technology; 2. (2)assist the young person to recognize the transferable nature of generically-based skills in order to widen their employment potential and identify opportunities for the use of such skills in leisure activities; and 3. (3)meet the specific need of the individual young person [1]. Such YTS schemes may be sponsored by: 1. (a)employers, who may seek off-the-job training by a College or other educational unit; 2. (b)community and specialist work-shops, seeking a similar off-the-job training element; or 3. (c)Colleges, using MSC-approved employers for the on-the-job element. With the MSC's preference for industrial-based sponsors it is therefore feasible to suggest that Colleges will be required to provide training packages to meet not only the needs of the individual trainee but the needs of the company/organization concerned. This paper seeks to assist colleagues in planning such training packages by outlining the way in which one College prepared for its first Commercial and Clerical YTS pilot scheme focusing upon curricula and course planning issues. We must not forget, however, that from the young person's point of view the success of their training is measured by their gaining employment and this aspect is highlighted towards the end of the paper. The writer would add that the success of the scheme discussed was not an isolated occurrence—the 1982–83 schemes which operated on a similar but improved basis, had a greater number of trainees who withdrew from the scheme after being offered posts with placement employers; a record we hope to continue if not better in subsequent schemes. [ABSTRACT FROM PUBLISHER]

This paper draws attention to the apparent discrepancies between Government statements regarding the importance of technical education and training and the actual provision made since the war. A survey of more than 4,000 further education students provided confirmatory evidence of the existence of three major, stable, almost independent cognitive factors, identified at ‘verbal/educational’ (v/ed) ‘non-verbal intelligence/spatial ability’ (g/k) and perceptual speed. Evidence is presented which indicated that technician and craft students, drawn mainly from low socio-economic status groups, perform poorly on measures of verbal ability, but relatively well on non-verbal measures. Teacher training college students by comparison however, come from high status homes, perform well on measures of verbal ability and poorly on some non-verbal measures. It is suggested that the abilities, associated with language and education, are those most highly prized by society. Abilities, important in a technological society, may therefore lack recognition and be undervalued by ‘policy makers’ with traditional educational and social backgrounds. The political will needed to improve the provision of technical education and training has in general only been apparent during periods of crisis brought about by increased unemployment. The lack of will at other times may be rooted in social and psychological factors identified by this and other studies. [ABSTRACT FROM PUBLISHER]

This paper offers a strategy for the development of successful work‐based learning programmes within higher education. It identifies and addresses the key challenges facing such development. Firstly, whether it is possible to develop a work‐based learning programme which provides an effective learning experience at higher education level and which draws upon opportunities within the workplace. Secondly, whether work‐based learning programmes are an appropriate vehicle for structuring and accrediting the continuing development of the workforce. In addressing these challenges, we examine the design and quality assurance of a work‐based learning programme for qualified social workers, placing particular emphasis on the development of an appropriate learning model. We consider some of the criticisms levelled at competence‐based education and argue that work‐based learning programmes composed of learning outcomes achieved entirely through practice can be compatible with the aims of higher education. [ABSTRACT FROM PUBLISHER]

Since the late 1970s, the work‐based route in post‐compulsory education and training has been struggling to create a respectable image through being seen as almost totally synonymous with discredited government‐sponsored youth training schemes. Yet, for many young people, who have no desire to remain in full‐time education after the age of 16, the work‐based route offers an attractive means of acquiring further education and qualifications. The introduction of Modern Apprenticeship, with its professed aim of raising the standard of the work‐based route, provides the opportunity to re‐examine how such a route could be reconstructed a decade after the launch of the YouthTraining Scheme (YTS). This paper draws on current research into young people's experiences of the pilot year of Modern Apprenticeship covering 14 occupational sectors. Interviews with ‘apprentices’ will be presented to highlight the ways in which young people conceptualise such issues as the form and structure of their future working lives, the realities of their local labour markets, the disadvantages of full‐time education (including higher education), the liberating potential of workplace learning, and the term ‘apprentice’. [ABSTRACT FROM PUBLISHER]

This paper supports the notion of incorporating developmental, concerns‐based models and reflective models together, to provide a suitable framework for vocational preparation. However, it emphasises the importance of the learning group as the milieu in which reflection may be most powerfully enabled (or repressed) and the need to assist people in some reframing of their concerns, through critical reflection, before these can be adequately addressed. Data from an action research study, with mature‐age, male tradespeople in an internship system of training as Technology Studies teachers in secondary schools, are drawn upon to illustrate these points. This study indicates that people become reflective when: current actions are recognised as inappropriate; conditions are created in which stress may be openly acknowledged and addressed through group support, and thinking is challenged. A reflective, developmental model for adult learners is presented, relevant to learning situations in which changes of identity are required. [ABSTRACT FROM PUBLISHER]

This paper examines the common assumptions that a Local Education Authority's failure to reorganise rural schools in the 1920s and 1930s necessarily meant it was negligent, parsimonious and without conviction or direction, and that schools themselves ridiculously outmoded in buildings, curriculum and teaching methods. It uses Hertfordshire as a case study and in challenging the assumptions identifies this LEA's not‐so‐hidden agenda – the more than tacit alliance of education and agriculture to ensure the former supported the latter at a time of falling prices and rural depopulation. It argues that, as a result, largely traditional attitudes and highly vocational policies were paramount after 1918, but camouflaged by the promotion of modern teaching methods and by the fashionable aesthetic movement dedicated to the study, enjoyment and regeneration of the countryside. Absolute economy in public expenditure was not the LEA's main priority, but rather the preservation of village schools, the promotion of an intensive rural bias in their curriculum, the isolation of their pupils from urban influences and the creation of a group of teachers specially trained to work in these schools. This policy withstood many vicissitudes, and incurred praise and obloquy in equal degree, and yet overall it became stronger rather than weaker with the passage of time. The paper argues that a major reason for its strength and success was its basic kinship with government policy, which itself owed much to the enduring links between the Board of Education and Ministry of Agriculture. [ABSTRACT FROM PUBLISHER]

At a time of continuing concern about the nature and meaning of doctoral education in the United Kingdom, this paper outlines the moves by an increasing number of universities towards ‘part‐taught’ doctorates. Focusing on the new degree of Doctor of Education now offered by over seven British universities, the paper outlines the differences between EdD and PhD in education, and questions the need for any differentiation. Arguing that the ‘statistics of failure’ in doctoral education in the United Kingdom continue to mount a challenge to universities in the United Kingdom, the paper argues for a refocus on process as well as product, where the goal should be on learner empowerment and transformation, rather than on the misassumptlons that doctoral study is primarily an ‘academic apprenticeship’. Finally, the paper indicates an agenda to establish doctoral programmes and structures capable of developing and fostering creative talent whether the individuals undertaking doctoral study are going to become professional researchers or researching and scholarly professionals. [ABSTRACT FROM PUBLISHER]

Debate concerning industrial restructuring in Australia has mainly focused upon the attributes of post‐Fordist as opposed to Fordist forms of work organisation. However, the Industrial trades, which are also undergoing restructuring, have not been adequately considered in this debate. This paper argues that an important characteristic of the industrial trades, both in terms of economic efficiency and the nonalienating character of the work, has been the integrity of the work culture. It further argues that, while this form of work organisation already provides a viable alternative to Fordism, it will be diminished by restructuring based upon post‐Fordist criterion. The paper concludes that underlying the debate about the qualities of post‐Fordism is a postmodern ideology of autonomy which encourages the disintegration of conventional forms of association and communication and, thus, is oblivious to the merits of the tradesperson cultural identity. [ABSTRACT FROM PUBLISHER]

This paper is a response to a Joint publication from Enterprising Approaches to Teacher Education (EATE), the Teacher Placement Service (TPS) and the Banking Information Service (BiS) (June 1994) which examined the validity of business‐education partnerships in initial teacher training. While supporting the essential points made by EATE et al, this paper stresses the need for permeation and flexible learning strategies in introducing and addressing these aspects of the curriculum and cites experiences from the school‐based Post‐Graduate Certificate in Education (PGCE) at the University of Bath. [ABSTRACT FROM PUBLISHER]

Three major elements in the Australian national workplace reform agenda are the introduction of key/generic workplace competencies, national occupational employment standards and a competency‐based education‐training system that recognises prior learning and assures development of identified competencies, both generic and occupationally specific. Attempts to develop effective and efficient assessment schemes to determine participant competence are underway. A continuing major concern, however, is how best to report information to potential employers. While employers need sufficient relevant information to make informed hiring decisions there is the distinct danger of providing too much detailed information in a competency‐based education system that it is not able to be used in a timely and efficient fashion. This paper reviews the merits of selected reporting schemes being considered, and then presents questions for further research about employers' reactions to reporting of competency information. [ABSTRACT FROM PUBLISHER]

The paper explores the imbalance between the ethnography of further education and the policy‐orientated literature. Bates (1991) describes this as being the discrepancy between rich sociological analysis and the economics of training. The paper redraws this imbalance into one between the optimism of policy literature and the pessimism of ethnography. This pessimism has its roots in theories of reproduction and even the most recent work fails to escape this. Post‐fordists' notions support the optimism of policy literature; it is unlikely that the promise of a high trust/high skill society can be delivered within a capitalist society. It is argued that the insights of reproduction theory should be married to the concerns of policy literature with a view to developing critical and transformative practices. [ABSTRACT FROM PUBLISHER]

Traditional approaches to manpower requirement forecasting have been unhelpful in enabling technical and vocational training organisations to identify the future skills needs of industry and business. This paper examines the problems faced by institutions in improving their understanding of future training needs. It draws on research In Nigeria and Thailand, as well as existing literature, and highlights techniques which the institutions themselves might initiate in order to improve the information base from which they can plan their provision. [ABSTRACT FROM PUBLISHER]

This article describes the development of a method for quality‐added programme management, based on a model of educative evaluation. The paper contains a discussion of reasons for the development of the model, the procedures involved and the issues that arose in its implementation. An outline of the model itself is followed by some recommendations for strategies for its successful implementation. [ABSTRACT FROM PUBLISHER]

This paper examines staff appraisal and development in industrial and commercial organizations in the United Kingdom and discusses the extent to which the educational system can learn from them. The appraisal and development programmes in three large organizations in the East Midlands region of England are reviewed and the extent to which the sort of models found in business might be applied to education is considered. It is argued that industrial/commercial models of staff appraisal can be applied effectively in the educational context as long as they are tied in with the staff development process. A tenative list of recommendations felt to be applicable to the introduction of appraisal in education, and particularly further education, is provided. [ABSTRACT FROM PUBLISHER]

This paper examines staff appraisal and development in industrial and commercial organizations in the United Kingdom and discusses the extent to which the educational system can learn from them. The appraisal and development programmes in three large organizations in the East Midlands region of England are reviewed and the extent to which the sort of models found in business might be applied to education is considered. It is argued that industrial/commercial models of staff appraisal can be applied effectively in the educational context as long as they are tied in with the staff development process. A tenative list of recommendations felt to be applicable to the introduction of appraisal in education, and particularly further education, is provided. [ABSTRACT FROM PUBLISHER]

Every country in the world has attempted, one time or another, to improve the fit between education and work. None has really succeeded in doing so. The paper first discusses the theoretical reasons why the matching of education to jobs is a utopia. It then suggests a series of measures that, although will never result to a perfect fit between education and work, they would mitigate what appears to be educated unemployment [ABSTRACT FROM PUBLISHER]

Every country in the world has attempted, one time or another, to improve the fit between education and work. None has really succeeded in doing so. The paper first discusses the theoretical reasons why the matching of education to jobs is a utopia. It then suggests a series of measures that, although will never result to a perfect fit between education and work, they would mitigate what appears to be educated unemployment [ABSTRACT FROM PUBLISHER]

In spite of the fact that the Federal Ministry of Education together with its designated agencies has done a good job of producing a vocationally related curriculum for Nigerian Secondary Schools, the ministry seems to have excluded a number of key issues as well as agencies in designing those subjects meant to prepare students for the world of work. The question this paper seeks to answer in the main is, ‘What role should industry in association with other related bodies play in the design and management of job related curriculum for the senior high school graduate?’. Essentially, the paper is to show how industry interacting with educational institutions and local communities can help bring about a curriculum that would best meet Nigeria's economic needs. This question is approached under a number of subheads. [ABSTRACT FROM PUBLISHER]

Two tests were given to first year A level students of Pure Mathematics at Burnley College to compare a traditional method of assessment with a form of assessment using objective testing. The results achieved by the students in the two tests were analysed and compared. It was found that the results for the two tests were correlated, but not sufficiently closely to conclude that only one of the tests is needed to measure a student's ability in this subject. The value of objective testing as a means of predicting A level Mathematics results is considered. Attitudes of the students towards the two methods of assessment were examined using a questionnaire and a summary of their comments is given. [ABSTRACT FROM PUBLISHER]

In this paper are reviewed the definition of the variable ‘Control of Pacing’, the relationship between a self-paced system and the variable of Control of Pacing, empirical data relating to self-paced systems used in post-school education/training, and variables which may play major roles in self-paced systems. The paper concludes that self-paced methods allow of more student-based learning by more readily accommodating differing entering behaviours, differing degrees of industrial experience, and mastery learning techniques. [ABSTRACT FROM PUBLISHER]

This paper describes an in-house evaluation of a TEC Certificate Programme. The evaluation was to assess the relevance of the technical content of the programme to the work the students do, and the students' opinions of the whole educational package presented to them. The paper shows that it is possible to design a worthwhile evaluation exercise which requires minimal resources and which can be carried out by a lecturer with a normal teaching load. [ABSTRACT FROM PUBLISHER]

The decade of the 1970's saw a significant development in the provision of part-time business studies degree courses in the public sector of higher education so that by 1980 sixteen such courses were in operation. This paper is concerned with the background characteristics of the graduates of these courses. It reports the results of a questionnaire study of the 121 students who graduated from the first one (at Middlesex Polytechnic) between 1973 and 1979. Information is presented on the following: age at time of graduating, sex, domestic circumstances, occupational mobility, family background, graduates' perceptions of the contribution of their degrees in terms of both obtaining employment and job performance, relative degree classification and subsequent studies. [ABSTRACT FROM PUBLISHER]

It is a matter of some importance for institutions of further and higher education to investigate ways of improving teaching effectiveness. Many studies have been undertaken in both Europe and elsewhere. These have, in general, been published in the academic journals and a number of conferences have been held to discuss the techniques proposed. Almost without exception, the proposals which have been considered rely on behaviourally orientated methodologies akin to the many techniques currently in use in the USA (and in other countries where teaching assessment is common practice). It has been the author's contention that such techniques are an inappropriate way of improving teaching effectiveness as they demand a pre-specification of criteria deemed to be appropriate, the teacher is then assessed against this ‘ideal profile’. It is the author's view that the teacher should be perceived as a professional, capable of undertaking his task with autonomy. This is particularly valuable if a mechanism exists to assist him in identifying his strengths and weaknesses so that he can capitalise on the former whilst endeavouring to eradicate the latter (through the application of appropriate staff development). Thus, in 1975, as part of a doctoral research project, the author devised a teaching appraisal system which became know as TARGET. TARGET is an acronym for Teaching Appraisal by Repertory Grid Elicitation Techniques and is based on the principles of Personal Construct Psychology. The primary objective when using the TARGET system is to raise the perceptual awareness of the teacher to his strengths and weaknesses, this, in turn, may enable him to become more effective at this job. However, the system remains far less threatening than those aforementioned behavioural techniques. Since 1975, the author has continued his research and whilst TARGET has been, and is still, used in a number of institutions of further and higher education in the UK, USA, Australia and even India, the methodology developed has been refined and improved over the intervening period. Consequently, the technique now proposed by the author as the most efficient way of raising perceptual awareness (and thus achieving the same goals as the TARGET system), is to encourage individual lecturers to sit in front of a small microprocessor and interact with a programme, (designed using the same principles of Personal Construct Psychology), such that feedback can be given immediately in terms of his strengths and weaknesses. This paper briefly considers the TARGET system as it was devised, the interactive computer programme as it is currently used at Garnett College, (and some other institutions in Europe and Australia) and finally, illustrates the principles underlying both the TARGET and interactive computer programme by describing the game of MISUNDERSTOOD, which can be played without the hardwear support, of the video or computing kind, necessary in both the former methods. MISUNDERSTOOD can be played in groups of three or four (with a number of groups playing simultaneously) as a one-off staff development exercise. It has already been successfully used by an international motor company, a number of educational institutions and the Prison Education Officers Training Scheme. The author contends therefore, that raising perceptual awareness by any of the three methods described in this paper makes a positive and worthwhile contribution to the improvement of the effectiveness of the FE teacher, and supports this with evidence drawn from his experience of applying the techniques in a number of institutions in which he has been employed and had some responsibility for Staff Development. [ABSTRACT FROM PUBLISHER]

A specific section of the teaching and lecturing staff in one county of England was surveyed in an attempt to discover how it had been trained in the past and what type of training courses would be needed in the future. Falling under the heading of ‘Commercial Studies’, these teachers can be described as ‘members of the county's teaching force who, by virtue of their appointment, teach the subjects of Shorthand, Typewriting or Office Practice as part, or as the whole of their normal teaching duties’. This paper considers the response to the survey which showed that enhanced education and training opportunities for Commercial Studies staff within the county in question are long overdue. The paper also asks if this situation pertains throughout the rest of the United Kingdom, and establishes a need for further research and investigation. [ABSTRACT FROM PUBLISHER]