19,344 results
Search Results
2. Libraries: Learning Places of Choice. The Response of the Library and Information Commission [to]'The Learning Age: A Renaissance for a New Britain.' Policy Paper.
- Author
-
Library and Information Commission, London (England).
- Abstract
The Library and Information Commission believes that libraries can make a unique contribution to making the vision of lifelong learning a reality in the United Kingdom. Libraries and information services are intimately related to learner needs and already serve as gateways to learning by providing learners with learning materials and personal support and by championing learners in developing individual competence. Libraries should be positioned at the heart of the learning age and supported by evidence-based approaches to show libraries as catalysts for learning. The commission is well placed to help the government develop the policies and programs required for the United Kingdom to play a leading role in the global information economy. The commission supports the following key themes from recent policy consultation papers: libraries must be seen more widely as part of the mosaic of local and national provision; public libraries complement formal educational provision by providing a resource base and a platform for people of all ages to participate in lifelong learning; public libraries have a key role to play in stimulating a personal thirst for learning and self-improvement and helping to create an informed and information technology-literate society; and libraries can play a major role in widening access to essential services. (MN)
- Published
- 1999
3. Culture and Tourism in the Learning Age: A Discussion Paper.
- Abstract
Cultural services and tourism are among the United Kingdom's fastest growing sectors in terms of employment and consumer demand. Cultural services and tourism bring the following elements to lifelong learning: active rather than passive learning; a means of interpreting the world around us; exposure to cultures other than one's own; confidence and interpersonal skills; innovative uses of new technology; team-building skills; an expanding sector that values training and development; an accessible and inclusive environment; buildings and spaces that cost nothing to enter; a powerful means of communicating ideas; the experience of risk in a controlled environment; an opportunity to test the body and the mind; introduction to the natural world and the world of our ancestors; flexibility; opportunities for independent learners; options for learners to determine their own level of engagement; and fun. The cultural services and tourism sectors should promote their contribution and be represented in Early Years and Learning Partnerships. The forthcoming Learning and Skills Council should seek to establish links with cultural services and tourism. The Best Value initiative and new duty to promote economic, social, and environmental well-being will present local authorities with opportunities to take a holistic approach to strategic planning in the areas of education, lifelong learning, culture, and tourism. (Seven case studies are included.) (MN)
- Published
- 2000
4. Educational Psychologists in Further Education. FEDA Paper.
- Author
-
Further Education Development Agency, London (England). and Mitchell, Carole
- Abstract
This report, which maps the range of educational psychology services provided by educational psychologists in British further education (FE) colleges, examines the following topics: qualifications of educational psychologists and their role in the postschool sector; current issues for educational psychology services in FE (the legislative framework of educational psychology services, funding provision for students at FE colleges, and service level agreements and funding issues); the need for educational psychology services in FE colleges and the five levels of educational psychology services in FE colleges (work with individual students and groups of students; work with college staff, families, and caregivers; staff development; institutional systems work; and cross-organizational work); procedures in place at three FE colleges for evaluating educational psychology services; issues arising from inclusive learning (collaboration, management of teaching and learning, assessment, and funding); additional issues (local education authority-based services; participation, retention, achievement, and value added; and challenging behavior in FE); and strategies for promoting good practice. Appended are the following: descriptions of the educational psychology services available at three FE colleges; sample educational psychology service agreement; and Association of Educational Psychologists' position statement on educational psychologists in further education. The bibliography lists 12 references. (MN)
- Published
- 1997
5. Response To: Professor Neil Humphrey's Paper 'Are the Kids Alright? Examining the Intersection between Education and Mental Health'
- Author
-
Nash, Poppy
- Abstract
Professor Neil Humphrey's paper provides a timely, helpful, and compelling opportunity to reflect on the mental wellbeing of children and young people today, in terms of research, policy, and practice. It offers a means of 'taking stock' of what we do and do not know so far in understanding the intersection between education and mental health. In his paper, Humphrey covers a wide range of key factors which need to be taken into account in addressing the urgent question 'Are the kids alright?' In response to Humphrey's paper, Poppy Nash addresses each of the following six key questions in turn, with particular attention to the first three questions: (1) What do we mean when we talk about mental health?; (2) Are mental health difficulties among children and young people increasing? Is their wellbeing decreasing?; (3) Is there a crisis in child and adolescent mental health?; (4) Why have schools become a central focus in this area?; (5) Is evidence-based practice the answer?; and (6) Is this just the 'child panic' for a new generation? [For "Are the Kids Alright? Examining the Intersection between Education and Mental Health," see EJ1247696.]
- Published
- 2018
6. Literacy and ICT: A Discussion Paper. Working Papers on Literacy No. 4
- Author
-
Centre for Literacy and Abbott, Chris
- Abstract
This is the fourth paper published by The Centre for Literacy in its Working Papers in Literacy series, which present new perspectives on literacy-related issues relevant to researchers, to practitioners, and to policy-makers. This paper was written in 1998 as an advisory document to the UK Qualifications and Curriculum Agency (QCA) which manages all aspects of the National Curriculum for schools and for vocational training. In this paper, the author has touched on some of the major issues relating to information and communications technology (ICT) and literacy which have until now been treated as separate subjects. He argues for a convergence of the two and recommends that government agencies coordinate their visions instead of sending contradictory messages to teachers and students. His focus was the first three key stages of the literacy strategy, touching ages 5-14, but the concerns he raises are familiar to anyone working in adult basic skills as well and are relevant beyond the UK. A glossary of acronyms and terms used is included.
- Published
- 1998
7. Co-operation and Collaboration and the Emergence of a Seamless Education Sector. AIR 1999 Annual Forum Paper.
- Author
-
Wood, V.
- Abstract
This paper examines trends toward cooperation and collaboration between colleges of further education and universities in the United Kingdom especially increasing political pressures for wider access to postsecondary education. It notes that the trend toward a single postsecondary sector within which students can move freely from one level to another is not accompanied with commensurate increases in resources provided to institutions of higher education. The paper reports on an analysis of retention, success, and failure rates of students (N=1329) who had either transferred from a further education college (N=465) or entered the university as first-year students over the period 1994-1998. Students were working at either regular or honors degree levels in accounting, commerce, and business studies. Overall, the students transferring from further education colleges were significantly more likely than first-year entry students to achieve the Degree or Honours Degree qualification. Results suggest that institutions in both sectors can increase student intake without prejudicing program quality or students' learning experience. However, this paper raises concerns about how the new "Advanced Higher" qualification will relate to accreditation requirements of professional bodies and governmental policy. (Contains 12 references.) (DB)
- Published
- 1999
8. Higher Education and Management: Discourse and Discord. ASHE Annual Meeting Paper.
- Author
-
Thorne, Marie L. and Cuthbert, Rob
- Abstract
This paper examines the relationship between the study of management and the study of higher education (HE) management in the United Kingdom, focusing on the nature of the discourse between academics in the two fields. The paper has three parts. The first part defines the nature of discourse and a context for the discussion, looking at recent changes in HE and its management in the United Kingdom. This is followed by an analogous overview of British research into HE management and a review of the complex issues facing business and management research and the discord that exists in defining its rigor and relevance. The second part of the paper considers the nature of academic discourses; how disciplines, fields, faculties, and cultures are developed; and how they interact or not interact with each other. The third part explores the relationship between theory and practice in HE management and the extent to which management academics engage with the study of management in their own work context. A model is developed to express the inter-relationship between management research, HE management research, and HE management practice. The paper concludes by questioning how far the divisions articulated between the two fields are simply part of an inevitable language game between the disciplines. (Contains 104 references.) (MDM)
- Published
- 1998
9. Creativity, Culture, Education, and the Workforce. Art, Culture & the National Agenda Issue Paper.
- Author
-
Galligan, Ann M.
- Abstract
Education in the arts and humanities has always been important to the United States' arts and culture and to its competitiveness in a global economy. Providing all students with a complete education in the arts and humanities can help them cope with, and master, the fast-paced technological advances, forces of globalization, and major demographic and societal shifts that characterize today's world. In the United States and elsewhere, growth of arts, cultural, and intellectual property sectors is outpacing that of the economy as a whole. Other nations are forging education and workforce policies based on this fact. Research has provided evidence that K-12 arts education can help the United States achieve the following national objectives: (1) achieve school standards; (2) reach all learners; and (3) help youth develop positively. Education policy and action in general--and arts education policy and programs in particular--require the commitment and engagement of a multiplicity of stakeholders at the federal, state, and local levels. The United States needs a comprehensive strategy linking education--including education in the arts and humanities--with workforce development as the principal cornerstone for strengthening the country's social capital and developing the skills needed for U.S. workers to remain competitive in the 21st century. (Forty-six endnotes are included. The bibliography lists 22 references.) (MN)
- Published
- 2001
10. Sleight of Hand: Job Myths, Literacy and Social Capital. CRLRA Discussion Paper.
- Author
-
Tasmania Univ., Launceston (Australia). Centre for Learning & Research in Regional Australia. and Falk, Ian
- Abstract
The relationships existing among human capital theory, Australian public policy, literacy education, and the plight of Australia's long-term unemployed were examined. The following topics were considered: human capital theory-based public policies and literacy education; social capital and learning; building and using social capital; the "social justice" and "social coalition" approaches to policy; and the notion of "mutual obligation" in social welfare policies. Next, a case study of the effects of policy changes on the long-term unemployed was discussed. The findings of the study, which involved interviews with 23 people (including 15 long-term unemployed individuals who had been or were currently enrolled in adult literacy courses) were shown to support the following conclusions: (1) to be successful, welfare policy related to unemployed persons must address both human and social capital elements; (2) although the skills associated with human capital are important in accessing and controlling the kinds of social factors that come with globalization, they are not enough to prepare individuals to cope with the knowledge explosion accompanying globalization; and (3) adults requiring the "second chance" learning provided in adult literacy and communication education need help in developing the networks, social norms, and trust that is included in the concept of building social capital. (Contains 29 references.) (MN)
- Published
- 2001
11. Stimulating Demand for Learning: An Ideas Paper on Attracting New Learners. LSDA Comments. Second Edition.
- Author
-
Learning and Skills Development Agency, London (England). and Howard, Ursula
- Abstract
This "think piece" on ways to increase demand for learning in the United Kingdom is designed to stimulate debate among policy makers and managers in the new learning and skills sector. Section 1, on context, addresses these issues: low skill levels; delivering skills to employers; low adult participation; and negative attitudes. Section 2 identifies groups educators need to focus on to stimulate demand: captive audiences; boys and young men; young people leaving care; prisoners; and those with basic skill needs. Section 3 looks at these strategies to attract new learners: starting points (what learners want, communities, interest groups, existing knowledge and skills, and people's habits and desires); joining up the present system; media; marketing; engaging employers (developing a better system of vocational education, overcoming employers' reluctance to commit to employees' learning, carrots and sticks, and small and medium-sized enterprises); engaging employees (employee development programs, trade unions, guarantees, study in paid time, corporate university); financing learning (transport, loans, fees, individual learning accounts, incidental costs of learning, saving to learn, funding following learners, learning from others, financial barriers, and course support); reforming the supply side (initial education, promoting vocational education, and dealing with jargon); qualifications; and quality of teaching and learning. Section 4 lists actions for stakeholders. Appendixes include a glossary and 36 references. (YLB)
- Published
- 2001
12. Life, the Universe and Almost Everything: The Value of Adults Learning in Science. A Policy Discussion Paper.
- Author
-
National Inst. of Adult Continuing Education, Leicester (England)., Carlton, Shiela, Carlton, Shiela, and National Inst. of Adult Continuing Education, Leicester (England).
- Abstract
This paper explores the value of encouraging adults in the United Kingdom to participate in learning in science through extensive consultations with practitioners in the field of science education. Data were also collected through a literature review and a brief survey to collect views regarding adults' participation in learning opportunities in science. This paper reports that the analysis confirmed the need to promote and develop additional opportunities for adult participation in education in the sciences, engineering, and technology. The following were among the nine broad suggestions for promoting more democratic access to dialogue and debate about science matters and to widen participation in related learning: (1) initiate planning for a more coherent and flexible lifelong learning curriculum responsive to communities and interest groups; (2) celebrate and promote examples of good practice encouraging adults to learn more about science for its own sake; (3) develop wider access to initial and in-service training provision in relation to science teaching; and (4) expand access to short courses in media presentation and communication for scientists and journalists. Thirty-eight specified recommendations directed toward specific agencies were also presented. The following items are appended: lists of core members of the Advisory Group on Adult Learners and Science and survey respondents; selected statistics; and a 53-item bibliography. (MN)
- Published
- 2001
13. Some Have Credit Cards and Others Have Giro Cheques: A Study of New Labour's 'Individuals' and 'People' as Lifelong Learners in Late Modernity. Occasional Papers.
- Author
-
Southampton Univ. (England). Centre for Language Education. and Piper, Alison
- Abstract
The linguistic behavior of individuals and people in the official literature on lifelong learning (LL) was examined and interpreted in light of the theories of individualization in late modern culture and society, particularly the theories of Ulrich Beck and Anthony Giddens. The analysis was performed to shed light on that literature's ideological stance toward participants in the "learning society" and to demonstrate that the analysis of language is crucial to social and cultural inquiry. A 900,000-word corpus of recent government and academic publications on LL was used to perform a concordance-based analysis of the collocations of "individuals" as members of institutionalized collectives, agents, rational citizens, and consumers and to compare them with "people". The 1 million word British National Corpus was used as a reference corpus. The LL corpus contained 1,775 instances of forms of the word "individual" and 1,450 instances of "people," whereas the British National Corpus contained 22,264 instances of forms of the word "individual" and 123,427 instances of "people." By demonstrating that "individual" occurs more frequently with societal institutions in the LL discourse than in general usage, that individuals and people are different, and that people is a far more frequent word in the whole language than it is in policy-making, the researcher concluded that the different usage of "individuals" and "people" show that the discourse of LL has close affinities with contemporary sociocultural models of individualization, consumption, production, and the risk society. (The bibliography lists 41 references. A list of 30 documents in the lifelong learning corpus is appended.) (Author/MN)
- Published
- 2000
14. Management Skills. Skills Task Force Research Paper 3.
- Author
-
Department for Education and Employment, London (England)., Johnson, Steven, and Winterton, Jonathan
- Abstract
A task force was convened to identify the nature, extent, and pattern of skill needs and shortages for managerial occupations in the United Kingdom (UK). The task force began by examining the key challenges facing managers in the UK. The following factors were among those considered: economic policies promoting liberalization and deregulation; increasingly fragmented and global product markets; and technological transformations arising from developments in microelectronics. The demand projections for managers and skills shortages (as demonstrated through recruitment problems for higher-level occupations) were reviewed along with the new skills and competencies demanded of managers. Skills related to the following management roles were detailed: managing operations, managing finance, managing people, and managing information. Each key role was subdivided into units of competence that were in turn subdivided into elements of competence. Performance criteria and range indicators were provided for each element of competence. The following key management roles were added to the original four: manage energy, manage quality, and manage projects. Existing management standards were reviewed and modified to reflect the new roles. Management training and development in schools and small and medium enterprises were discussed along with criticisms that have been leveled against competency-based management development. (Contains 112 references.) (MN)
- Published
- 1999
15. Managing Contract Change. Mendip Papers.
- Author
-
Staff Coll., Bristol (England)., Kedney, Bob, and Ulas, T
- Abstract
Colleges in the United Kingdom are currently undergoing significant shifts in how staff and faculty contracts are restructured and this paper takes a close look at why this process is going on, its legal ramifications, and how administrators can manage it. An introduction describes the background to the current trends and explores various ways of organizing and categorizing administrator levels and responsibilities. The next section looks at why a college might decide to change contracts and the following section explores how some college administrators have achieved contract change by offering significant improvements or by capitalizing on retirements, resignations, or promotions. A section on future possibilities suggests ways that faculty pay rates may be more directly related to their duties. The following section, on legal questions, reviews central features of a college employment contract, specific issues (such as contract variations), explicit variation with consent of all parties, termination of the contract, key features of the contract change process, imposed contract change through dismissal and re-engagement, and two phases of imposed contract change. A section on the administrator's role explores effective delivery of new terms and conditions, staff responses and relations, and a checklist of 14 key areas that administrators should address. An appendix lists 14 options for gradual change. (Contains 15 references.) (JB)
- Published
- 1995
16. The Learning Imperative. National Education and Training Targets and Adult Learners. A NIACE Policy Discussion Paper.
- Author
-
National Inst. of Adult Continuing Education, Leicester (England).
- Abstract
This paper promotes the adoption of the lifetime learning targets that form part of National Education and Training Targets (NETTS) for Lifetime Learning in the United Kingdom. Section 1 defines NETTs as goals for levels of participation in education and training. Section 2 considers the characteristics and current profile of adult learners. Section 3 identifies challenges to be overcome if there is to be a greater commitment to education and training, if individuals are to undertake more learning, and if current nonparticipants are to be attracted into education and training during adulthood. Employment issues considered include the priority given to training and development, investment in training for older workers, core and peripheral workers, and the self-employed. Issues are identified that affect participation in education and training of significant groups presently underrepresented in programs. The section concludes by identifying structural challenges relating to the provision of education and training: curricular/sectoral boundaries, student support, access to guidance, the qualifications jungle, access to assessment, and appropriately skilled staff. Section 4 describes current initiatives that seek to overcome the educational concerns and other difficulties in expanding learning activity. Section 5 outlines 10 steps for achievement of NETTs. Section 6 refines the issues identified into a set of general recommendations and a set of key short-term actions which should be taken by particular players. Contains 69 references. (YLB)
- Published
- 1993
17. Learning from Audio-Visual Media: The Open University Experience. IET Papers on Broadcasting No. 183.
- Author
-
Open Univ., Walton, Bletchley, Bucks (England). Inst. of Educational Technology. and Bates, A. W.
- Abstract
This paper describes how audiovisual media have influenced the way students have learned--or failed to learn--at the Open University at Walton Hall. The paper is based in part on results from a large body of research that has repeatedly demonstrated the interrelatedness of a wide range of factors in determining how or what students learn from audiovisual media. For instance, the administration's policy toward the assessment of broadcast material will affect not only the way many students approach the programs, but may determine whether or not a student will watch at all; the benefit a student obtains from a program will be affected by how much he has read in the correspondence texts; and that in turn will be influenced by the timing of the TMAs (tutor marked assignments). Primarily a literature review, this paper discusses the following topics: general theory and research relevant to the Open University; the roles of audiovisual media in Open University learning; case studies and documentaries; television as reinforcement; delivery of instruction; students' prior experience with learning from television and radio; student control over audiovisual media; relevance of program material; individual differences; and the need for broadcast notes. An extensive bibliography is included. (THC)
- Published
- 1981
18. Evidence for Action. Papers Prepared for FEFC's Learning & Technology Committee. FEDA Paper.
- Author
-
Further Education Development Agency, London (England)., Gray, Lynton, and Warrender, Ann-Marie
- Abstract
This document contains four reports on technology and further education (FE) that Lynton Gray and Ann-Marie Warrender prepared for the Further Education Funding Council's Learning and Technology Committee. The first report, "Main Themes from Learning & Technology Committee Press Surveys," examines three themes that were identified during a review of British press coverage of the role of information/learning technologies in FE: technological developments, organizational changes and learning applications. "Learning and Technology in American Community Colleges," which is based on materials presented at an American Association of Community Colleges convention, discusses the following topics: technology and teaching, distance learning, technologies and the Internet, and industry and student-centered learning. "Multimedia and Education," which is based on materials presented at an Association for the Advancement of Computing in Education conference, examines the following topics: technology for teachers, breaching the technological barriers, the impact of national initiatives, publishing and multimedia, and Canada's Open Learning Agency. "Learning Technologies in Industrial Training" explains the uses of information and learning technologies by a small sample of British companies in their own training programs. The implications of the four papers for reform of FE are summarized in a final section titled "Evidence for Action." (MN)
- Published
- 1996
19. Assessment of Research Quality. AIR 1995 Annual Forum Paper.
- Author
-
Patrick, William J. and Stanley, Elizabeth C.
- Abstract
The British experience of nationwide research quality assessments and new measures to improve accountability are described. Consequences for the higher education system and for individual institutions are examined. Three national assessments of the quality of research in the United Kingdom (U.K.) in 1986, 1989, and 1992 have provided a standard rating of research programs in order to increase selectivity in allocating funds. In each assessment institutions prepared information for assessment by central panels, which judged the usefulness of certain statistics as indicators of research quality. Comprehensive peer review of research quality has demonstrated the usefulness of certain performance indicators. Information which is collected about faculty researchers is identified, including number of publications produced and number of research assistants. Issues related to quality ratings of departments are addressed. Efforts of the University of Glasgow (Scotland) to maintain and enhance its research quality ratings are discussed. Comparisons are made of U.K. research assessment approaches and U.S. research doctorate program assessment using measures of the National Academy of Sciences. Implications of U.K. approaches to assessment for U.S. institutional researchers are addressed. Generally, the British results give support to the use of some quantitative measures of research outputs and inputs as indicators of overall research quality; however the system would be unlikely to transfer successfully into a new setting if the underlying purpose diverges in any way from the British experience. (Contains 16 references.) (SW)
- Published
- 1995
20. Abuse of Children in Residential Establishments. SENNAC Discussion Paper.
- Author
-
Special Educational Needs National Advisory Council, Liverpool (England). and Cross, John
- Abstract
This discussion paper, which addresses the abuse of children in residential establishments, is presented in outline form and includes comments and contributions from a wide range of professionals working in various settings. An introduction notes the reported increase in sexual abuse of children in institutions, a variety of proposed monitoring and inspection requirements, and the need to integrate this issue with others concerning severely disabled children in institutions. The second section identifies particular concerns with independent and private institutions. Principles of inspection and monitoring are briefly considered next, followed by problems in the distribution of resources resulting from overreaction to the possibility of sexual abuse. A section on response to the issue of abuse stresses that child care must be emphasized equally with child protection and workers must not be intimidated from developing close, caring relationships with children. Considered next are assessments of institutionalized children (especially those deeply emotionally deprived or disturbed) and referrals to residential establishments. A concluding section offers general recommendations in the areas of assessment and referral, training for residential workers, consultancy and counseling, and research. (DB)
- Published
- 1990
21. New Technology and Its Impact on Conventional and Distance Education. Papers on Information Technology No. 237.
- Author
-
Open Univ., Walton, Bletchley, Bucks (England). Inst. of Educational Technology. and Bates, A. W.
- Abstract
This position paper explores the potential of new technology to radically alter both distance education and conventional higher education. It hypothesizes that technological developments could even lead to the demise of the conventional campus-based higher education institution by the year 2000. Instead, people of all ages would be able to study at any period of their life through a mixture of home learning, study at work, and occasional visits to "old" campuses, whose primary function by then would be research and curriculum development. It is predicted that the determining factors for the materialization of this scenario will be political and institutional, not technological or even financial. The following sections are discussed in the context of this hypothesis: Print, Television and Culture; New Communications Technologies (Cable Television and Video-Cassettes, Computer Conferencing, and Computer-Based Audio-Graphic Systems); New Institutional Models; and Political and Institutional Barriers. (THC)
- Published
- 1984
22. Prison Education's Role in Challenging Offending Behaviour. Mendip Papers MP 047.
- Author
-
Staff Coll., Bristol (England). and Ripley, Paul
- Abstract
Prison education can play a positive role in challenging offending behavior of prisoners. A drop in recidivism rates can be achieved by education that works toward attitudinal change, according to programs being implemented in the United Kingdom. To ensure that staff in prison education understand the implications of working toward the reduction of offending behavior, they need to be aware of general theories of crime and have an understanding of criminology. Education should provide help for prisoners who have inadequate social skills, provide opportunities for prisoners to develop artistic and other skills to gain self-respect, to help prisoners to acquire family life skills, and to help prisoners to understand the emotions and needs of the opposite sex. In order to meet these needs, the correctional education system will have to work toward a more balanced system, stressing both academic content and attitudinal change. Moral education needs to be stressed, as well as thinking and problem-solving skills. In the future, educational programs in prisons should have three distinctive features: basic education, vocational education, and cognitive skills development. New or revamped programs should be evaluated, using such criteria as thoroughness and intensity, research base, well-trained staff, inmates selected according to risk potential, relevance to the outside world, and multifaceted approach. (Contains 11 references.) (KC)
- Published
- 1993
23. The Effects of Employment Legislation on Collective Bargaining. Mendip Papers MP-038.
- Author
-
Staff Coll., Bristol (England). and Saunders, Bob
- Abstract
Employment legislation in the United Kingdom from before 1970 to the 1990s has changed and with it collective bargaining in higher education. Industrial relations before 1970 were treated as a voluntary activity virtually unregulated by law. Then the Remuneration of Teachers Act 1965 set up the Burnham Committees, which until 1987 were the forum for salary negotiations and associated matters. In the 1960s and 1970s the normal pattern of collective bargaining was that unions made demands and management resisted, trying to minimize the concession they needed to make. The Donovan Commission and the resulting Donovan Report (1968) led to a great deal of legislation between 1970 and 1978 aimed at encouraging better regulated collective bargaining at workplace level. Legislation from 1979 onwards was aimed at regulating the power of the trade unions and bringing about a shift in the balance of power between unions and employers. As a consequence employers are now likelier to take a tough line in their handling of disputes and resulting defeat for the unions. Whatever policies higher education adopts for labor relations, college industrial relations should be a priority concern for managers and governors in the run-up to incorporation. Relevant Acts of Parliament are listed. (JB)
- Published
- 1992
24. A Real Job - with Prospects: Supported Employment Opportunities for Adults with Learning Difficulties and Disabilities. FEDA Paper.
- Author
-
Further Education Development Agency, London (England)., Hughes, Maria, and Kingsford, Margaret
- Abstract
Effective models for helping adults with disabilities and/or learning difficulties obtain and maintain employment were identified through a research project that included the following activities: collection of background information from 20 providers of support for employment in England and Wales; case studies of a geographically representative sample of 8 of the 20 organizations; and structured interviews with staff from the 8 organizations. The study confirmed that employment and meaningful "work" are key factors in the achievement of adult status by learners with disabilities and/or learning difficulties. It was concluded that although increasing numbers of people with learning difficulties/disabilities are participating in vocationally based education and training, their opportunities to achieve accreditation have not been matched by opportunities for progression into employment. The following were among the factors identified as key to successful supported employment systems: recognition of adult status; support for client and employer; use of "natural" workplace support; use of job and task analysis; regular review of support; individual approach to clients; high expectations; positive marketing of clients' skills; good job match; partnerships with parents and caregivers; and recognition of service by stakeholders. (Appended are a good practice checklist and list of publications/organizations/agencies providing additional information about supported employment in the United Kingdom.) (MN)
- Published
- 1997
25. Assuring Coherence in Individual Learning Programmes. FEDA Paper.
- Author
-
Further Education Development Agency, London (England)., Bennett, Jim, and Davidson, Ian
- Abstract
The structures/systems required to ensure the quality of individual learning programs in further education (FE) in Britain and the coherence of learner achievement were examined through a study in which data were obtained from a survey of students in individual learning programs at two FE colleges and a literature review. At both colleges, personal tutors played the key role in ensuring ongoing guidance/support and access to central college services for all students. Neither college allocated personal tutors to part-time students, however. The subject tutors who acted as personal tutors for part-time students did not necessarily know about possible progression routes or central services within their college. Existing systems for part-time students did not systematically collect information about student purpose, and there was no central system for ensuring coherence for students studying units from different courses or across qualification routes. Most students considered the help they received in choosing their courses adequate; however, only 55% considered the various parts of their program to be linked together properly. (Concluding this document are checklists for evaluating coherence of student purpose, program design, and the learning experience and assessment. Appended are the student questionnaire and a summary of questionnaire responses.) (MN)
- Published
- 1997
26. Monitoring Student Attendance. FEDA Paper.
- Author
-
Further Education Development Agency, London (England)., Barwuah, Adjei, and Walkley, Phill
- Abstract
The Further Education Development Agency conducted two research studies of issues related to recording student attendance and responding to student absence. In the first study, absenteeism in five further education (FE) colleges in Britain was examined to determine the main causes of student absenteeism and administrative systems/procedures to address the problem. The second study evaluated the systems used to record student attendance at eight FE colleges representing a broad geographical, size, and structural mix. The findings of both studies were analyzed, and the following conclusions/recommendations were formulated: (1) although electronic systems of recording attendance can underpin FE colleges' response to absenteeism, such systems are still in an early stage of development and must therefore be used with caution; (2) FE managers must produce a comprehensive strategic plan for dealing with student absence; (3) if an electronic monitoring system is chosen to monitor attendance, all staff should be involved at the procurement stage, staff should be trained in using the system, and the system should be reviewed/evaluated continuously (including by obtaining input from teachers and students); and (4) FE colleges should review the causes of absence and establish clear statements on attendance policy for staff and students. (MN)
- Published
- 1997
27. Transforming Teaching: Selecting and Evaluating Teaching Strategies. FEDA Paper.
- Author
-
Further Education Development Agency, London (England). and Mitchell, Carole
- Abstract
This journal issue, which is intended for individuals engaged in planning, providing, and evaluating learning opportunities in British further education (FE) colleges, provides a framework for selecting and evaluating teaching strategies for different learning situations. Among the topics discussed in section 1 are the following: key elements of change in FE; managing change; learner and teacher dimensions in the new FE; individual needs and flexibility; technology; and National Vocational Qualifications, General National Vocational Qualifications, core skills, and learning. The following topics are examined in section 2: designing learning events; general principles of teaching and learning; considerations in selecting teaching strategies; major teaching strategies (case study, coaching, demonstration, discussion, open and flexible learning, gaming and quizzes, group work, laboratory science teaching, lecture, role play, rote learning, simulation, skills practice, individual tutorials, and workshops); and combinations of teaching and learning strategies. The following aspects of evaluating teaching strategies are covered in section 3: purpose of evaluating teaching; evaluation methods; action research and the reflective process; and reflective practice and teacher development. Contains 10 figures and 69 references. Appended are two teacher evaluation checklists and two self-evaluation checklists for teachers. (MN)
- Published
- 1997
28. Moving on from Key Stage 4--the Challenge for FE. FEDA Paper.
- Author
-
Further Education Development Agency, London (England). and Donoghue, Janet
- Abstract
A study examined the practical issues involved in providing continuity/progression for students who had undertaken General National Vocational Qualifications (GNVQs) and National Vocational Qualifications (NVQs) programs at key stage 4 of the British National Curriculum, and who were moving on to further study in post-16 colleges. Data were gathered through a survey of colleges and local education authorities and case studies of 10 further education (FE) colleges that had established partnerships with schools. It was discovered that some schools offer GNVQ Part 1 or units of vocational qualifications as options along with the General Certificate of Secondary Education, whereas other schools offer the same qualifications in partnership with local FE colleges. Most partnership activities involving GNVQs/NVQs were prompted by the desire to improve opportunities for learners, enhance quality of provision, and improve learning progression from 14 to 19. Among the identified benefits of vocationally focused partnership activities for colleges were the following: higher profile for vocational courses; better information about students who move from school to college; higher recruitment rates; improved retention rates; and development of trust between colleges and partner schools. Issues for senior managers, program managers, and program team members were identified. (Contains 12 references.) (MN)
- Published
- 1997
29. Give Us the Credit: Achieving a Comprehensive FE Framework. FE Matters. FEDA Paper.
- Author
-
Further Education Development Agency, London (England)., Coady, Sally, Tait, Tony, and Bennett, Jim
- Abstract
It is widely agreed that the United Kingdom's post-16 qualification system must be made coherent and intelligible to users. Developing a credit-based certification system is the key to increasing participation in further education (FE) and achieving a broader, more flexible curriculum. The benefits of a credit-based certification framework for learners, providers, and employers are evident in case studies of eight FE colleges in Wales that participated in a 3-year pilot project to embed credit-based certification systems in FE. The case studies provide important lessons on the following aspects of development and implementation of credit-based certification: designing programs, assessing on a continuous basis; planning across colleges; offering sampler courses; reaching the disaffected; unitizing access programs; mapping common elements; and improving life chances. The benefits of credit-based certification in FE are also evident in six case studies that were conducted in England to examine the application of a credit-based certification framework to accomplish the following: develop learning materials and improve quality; use a discrete generic model to unitize the curriculum; facilitate progression from school to work; facilitate progression from FE to higher education; base resourcing on credit; and promote institutional change. (Contains 20 references) (MN)
- Published
- 1997
30. Delivering Modern Apprenticeships. FEDA Paper.
- Author
-
Further Education Development Agency, London (England). and Armstrong, Paul
- Abstract
Modern Apprenticeships, which were introduced in 1994, allow young people in the United Kingdom who do not want to commit to full-time further education the chance to achieve a National Vocational Qualification in their field while continuing in employment. The different models for delivery of Modern Apprenticeships that have been developed in further education were examined in a study of 12 further and higher education colleges delivering one or more Modern Apprenticeships. The sample, which was selected to reflect a cross-section of program sizes, occupational areas, geographic locations, and college settings, represented more than 25 different Modern Apprenticeships. Data on models of delivery, funding matters, partnerships and competition, and progression were collected through two site visits of each college and a questionnaire administered to college representatives. Each college supported more than one delivery scheme. Modern apprentices were employed predominately by small- to medium-sized enterprises. It was concluded that delivery of Modern Apprenticeships could be facilitated by General National Vocational Qualifications. In 75% of colleges, funding was allocated on an outcome basis. (Appended are the numbers of current registrations of modern apprentices on schemes offered by colleges in the project and the study questionnaire.) (MN)
- Published
- 1997
31. Toilet Paper Maker Plows Hundreds of Millions Into UK Plant.
- Author
-
Meddings, Sabah
- Subjects
TOILET paper ,COVID-19 pandemic - Abstract
In the UK, Metsä Tissue's main brand is Katrin, a paper towel and toilet roll brand used by corporate and professional clients. (Bloomberg) -- Finnish company Metsä Tissue is building a new paper mill in the Humber estuary of northeast England, in an investment worth hundreds of millions of pounds that will create 400 jobs. [Extracted from the article]
- Published
- 2023
32. Universities UK Response to the Higher Education White Paper
- Author
-
Universities UK (England)
- Abstract
Universities UK's response to the Higher Education White Paper outlines the principles that we believe will underpin a strong future higher education system. These principles form the basis of the specific recommendations we make to government in taking forward a programme of change. They also form the backdrop to our own commitments, which include improving the availability of information, developing effective partnerships, enhancing quality assurance and monitoring the impact of the changes. The combination of UUK's recommendations and the commitments that we have made would help ensure that the Government and universities play their respective roles in supporting diverse forms of excellence, promoting social mobility and social inclusion, delivering a more flexible regulatory framework, and achieving greater efficiency. Our response also calls on the Government to make timely, clear and consistent data widely available, to help ensure that future policy interventions are both transparent and evidence based. (Contains 1 figure, 1 table and 5 footnotes.)
- Published
- 2011
33. Measuring the Impacts of ICT Using Official Statistics. OECD Digital Economy Papers, No. 136
- Author
-
Organisation for Economic Cooperation and Development and Roberts, Sheridan
- Abstract
This paper describes the findings of an OECD project examining ICT impact measurement and analyses based on official statistics. Both economic and social impacts are covered and some results are presented. It attempts to place ICT impacts measurement into an Information Society conceptual framework, provides some suggestions for standardising terminology and methodologies, and advocates for further work in a number of hardware and software areas. (A bibliography is included. Contains 19 footnotes, 4 figures and 3 tables.)
- Published
- 2008
- Full Text
- View/download PDF
34. Another Day, Another White Paper
- Author
-
Tomlinson, Sally
- Abstract
This article argues that the proposals in the 2005 White Paper can be largely explained by a New Labour emphasis on "meritocracy" merging with a right-wing belief in education as a means of creating an hierarchical society.
- Published
- 2006
35. A Bad White Paper and a Bad Education Bill
- Author
-
Chitty, Clyde
- Abstract
In this article, the author argues that the provisions in the White Paper and the Education and Inspections Bill mean the end of a coherent system of state education, locally administered. The education proposals are clearly part of the Government's ongoing transformation of the public sector. It is argued that the Government's education agenda is all about selection, segregation, fragmentation and privatisation.
- Published
- 2006
36. Literacy and Information and Communication Technology (ICT): A Discussion Paper. Working Papers on Literacy, No. 4.
- Author
-
Centre for Literacy, Montreal (Quebec). and Abbott, Chris
- Abstract
This paper touches on some of the major issues relating to information and communication technology (ICT) and literacy which until now have been treated as separate subjects. The paper argues for a convergence of the two and recommends that government agencies coordinate their visions instead of sending contradictory messages to teachers and students. Its focus is the first three key stages of the literacy strategy, touching ages 5-14, but the concerns it raises are familiar to anyone working in adult basic skills as well and are relevant beyond the United Kingdom. (Includes a glossary of acronyms and terms. Contains 15 references.) (NKA)
- Published
- 1998
37. The FE sector's handling of the GCSE Maths retake programme.
- Author
-
Hubbard, Grant
- Subjects
GENERAL Certificate of Secondary Education ,MATHEMATICS education (Secondary) ,EDUCATIONAL finance ,EDUCATIONAL outcomes ,EDUCATION policy ,SECONDARY education ,TEENAGERS - Published
- 2024
38. Interaction and Independence: Student Support in Distance Education and Open Learning. Papers from the International Conference Presented by the International Council for Distance Education with the British Open University Regional Academic Services (3rd, Cambridge, England, September 19-22, 1989).
- Author
-
International Council for Distance Education., Open Univ., Walton, Bletchley, Bucks (England). British Open Univ. Regional Academic Services., and Tait, Alan
- Abstract
Twenty-five papers presented at the conference include papers on the role of the site coordinator in a distributed education network in Ontario; student support systems in the Open University of Israel; the dilemmas of designing a computer mediated communication support system; interactive libraries; tutoring in technical science in the Open University of the Netherlands; research supervision at a distance; the role of tutoring and group support in distance education; the relationship between interaction and independence; distance education in India; applications of telecommunications for interactive tutoring; and cost effectiveness analysis of projects that increase student interaction in distance education. Most of the papers include references. The individual papers are briefly reviewed in the introduction, and continuity from papers presented at two earlier conferences is discussed. (GL)
- Published
- 1989
39. Expanding Learning in the Workplace: Making More of Individual and Organisational Potential. A NIACE Policy Discussion Paper.
- Author
-
National Inst. of Adult Continuing Education, Leicester (England)., Unwin, Lorna, and Fuller, Alison
- Abstract
Ways of expanding workplace learning in the United Kingdom by making better use of individual and organizational potential were examined. The analysis focused on the following issues: ways of fostering, improving, and increasing learning in the workplace; ways of enhancing access to and participation in workplace learning; ways of making workplace learning opportunities accessible to people who are currently outside paid employment; and ways of helping workplaces play a more central role in the United Kingdom's plans for greater participation in learning. A policy case for workplace learning was made, and an expansive approach to workplace learning was outlined. The issue of creating the institutional capacity for supporting the approach was discussed. The following are among the 12 recommendations offered to policymakers: (1) establish greater coherence between the responsibilities of the organizations currently charged with improving workplace learning; (2) restrict public funding for workplace learning to organizations that are prepared to commit to moving toward becoming expansive learning environments; (3) place equal focus on adults and young people; (4) establish learning champions within and outside the workplace; (5) provide incentives to organizations to increase training for managers to enable them to foster and maintain expansive learning environments; and (6) make the public sector set the standard and reward exemplary private sector organizations. (Contains 33 references.) (MN)
- Published
- 2003
40. Learning To Grow Older & Bolder: A Policy Paper on Learning in Later Life.
- Author
-
National Inst. of Adult Continuing Education, Leicester (England)., Carlton, Shiela, and Soulsby, Jim
- Abstract
This paper discusses policy regarding learning in later life in the United Kingdom. The following are among the topics discussed in chapters 1-12: (1) the importance of lifelong learning; (2) the importance of learning to older people; (3) opportunities for lifelong learning in the United Kingdom; (4) the United Kingdom's aging population; (5) older learners' participation in learning; (6) provisions for older adults by local education authorities and in the further education, higher education, and voluntary sectors; (7) the role of information technology and broadcast media in lifelong learning; (8) the government's role in lifelong learning; and (9) lifelong learning and issues and barriers. The following are among the 63 policy recommendations listed in Chapter 13: (1) make increasing older adults' participation in education and training a policy priority; (2) ensure that local education authorities prepare lifelong learning development plans that take account of older people's unique learning needs; (3) promote distance learning as a primary means of access for older people; and (4) increase learning opportunities at work. Nineteen tables/figures and a list of abbreviations are included. Eleven tables/figures containing additional statistics, acknowledgments, and a list of advisory group members are appended. The bibliography contains 166 references. (MN)
- Published
- 1999
41. Education and Training for Offenders: A NIACE Policy Discussion Paper.
- Author
-
National Inst. of Adult Continuing Education, Leicester (England). and Uden, Tony
- Abstract
Past and present policies and practices in education and vocational training for offenders in the United Kingdom were examined. Changes in the content, delivery, and funding of education and vocational training for offenders over the past decade were reviewed. Special attention was paid to the following changes that took place in 2001: (1) transfer of responsibility for support of education and training in prisons from Education Services to the new Prisoners Learning and Skills Unit; (2) for the first time, education for prisoners received its own clearly allocated funding, and funding for prisoners was increased; and (3) inspection and evaluation of funding for prisoners were strengthened by adding inspectors from the Office for Standards in Education and from the Further Education Council's Funding Inspectorate to the team of prison inspectors. Forty-seven specific recommendations pertaining to areas such as the following were presented: (1) revision of the core curriculum to meet the needs of particular groups within the overall prison population; (2) procedures for awarding contracts for prisoner education; (3) development of an overall strategy for vocational training within the prison system and within individual establishments; (4) development of an information and computer technology strategy for prisons; and (5) universal application of screening to identify prisoners with learning difficulties and language and basic skill needs. (MN)
- Published
- 2003
42. Riches beyond Price: Making the Most of Family Learning. A NIACE Policy Discussion Paper.
- Author
-
National Inst. of Adult Continuing Education, Leicester (England)., Alexander, Titus, and Clyne, Peter
- Abstract
This paper attempts to raise awareness and stimulate debate about the family as a focus for developing learning in the United Kingdom (U.K.). The discussion focuses on the following aspects of the issue: the nature and scope of family learning; families as a place for learning; context; development of family learning; patterns of provision; provision for family learning in practice; partnerships in family learning; aims and objectives of family learning; principles for supporting family learning; policy and resourcing issues; and the future of family learning. The main recommendations stemming from the discussion are as follows: (1) wider opportunities for family learning, including parent education, should be available to all families; (2) coordination of policy and provision for families is in urgent need of improvement at the national and local levels; (3) television and other media should take a lead in raising the family's learning profile and participation in family learning programs; and (4) the U.K. government should aim to secure adequate funding for family learning so that everyone has access to affordable, appropriate, and effective support at each stage of life. Specific recommendations for 13 different U.K. agencies are also presented. The bibliography contains 11 references. A list of policy working group members concludes the paper. (MN)
- Published
- 1995
43. United Kingdom Country Paper.
- Author
-
Bell, Marcus
- Abstract
The Department of Education and Employment is responsible for the system of education and training in England, including careers information, education, and guidance. After the age of 16, when education is no longer compulsory, young people have a variety of choices. Training is available from private and public sector providers. Career information for young people is discharged through 66 local career services, which are organizationally independent of the education system. Guidance for adults is provided on a local level by a variety of organizations. Some employers provide advisory services, and private providers meet the needs of fee-paying clients. The main current policy issues related to career development services in England fall under the following topics: structures; quality assurance; funding; social exclusion; staff training, development, and qualifications; technology; data; and branding. The key issues which may affect public policy on career development in the future concern: trends in the labor market and how they may increase demand for career development; increase in the labor market of women, minorities, and people with disabilities; increased international mobility of labor; more accessible technology leading to more electronic interactions; and changes in public expenditure for services. (JDM)
- Published
- 2000
44. Consumer Information in the Electronic Media: Neutral Information, Advertising, Selling. Working Paper No. 4.
- Author
-
Aarhus School of Business Administration & Economics (Denmark)., Sepstrup, Preben, and Olander, Folke
- Abstract
This paper presents a self-contained summary in English of the results of a research project conducted for the Nordic Council of Ministers to define problems, advantages, and disadvantages of the electronic dissemination of information for consumers, and to determine whether consumer organizations should adapt their information activities and consumer policies to suit developments in information technology. The Introduction and Chapter 1 provide background information on the project, and Chapters 2 through 6 contain detailed documentation of electronic data media--teletext, cabletext, and videotex--and other means of accessing databases, together with forecasts of future developments; the use of electronic and visual media in neutral consumer information in the United Kingdom, the United States, West Germany, and the Nordic countries; and the internal use of electronic data media by consumer organizations. The material presented is based on a comprehensive literature review and personal interviews with individuals from the above countries. Chapter 7 uses consumer behavior and communication theories to derive a series of general consumer requirements to be applied to information and advertising, and Chapter 8 presents a proposal for a Nordic consumer policy of consumer information in the electronic media. A list of persons interviewed is included, as well as a comprehensive reference list which includes works in English, Danish, French, German, Norwegian, and Swedish. (DJR)
- Published
- 1986
45. The Learning Age: Experts Give Their Views on the Government's Green Paper.
- Abstract
Includes reactions to "The Learning Age" from the following: A.G. Watts, Richard Taylor, Richard Ely, Carole Stott, Donald Rae, John Lawton, Philippa Langton, Mary Lord, and Sarah Perman. Emphasizes the need for practitioner input from their varied experiences and for knowledge of client groups into the continuing development of the educational infrastructure in Britain. (SK)
- Published
- 1998
46. Trends in Manpower and Educational Development: A British Perspective. Occasional Paper No. 104.
- Author
-
Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Hampson, Keith
- Abstract
Although employment has increased, Great Britain faces rising unemployment due to the large number of school leavers. New jobs are there, but many are in the service sector, traditionally for women and mostly part-time. Unions demand high starting wages that are a disincentive for employers to hire young people and pay raises that make job creation more difficult. The United Kingdom has been complacent about training. Firms are not keen to invest in training and cut back funding for training programs during recessions, and the government is skeptical about formal training systems. Four approaches are now underday to clarify what employers should be doing and to identify where training needs are and where the skilled requirements of the future may lie. These approaches are: (1) to convince managers to assume a greater role in training, (2) to improve students' perception of their future and of the jobs and skills they will need, (3) to meet specific requirements to prevent specific shortfalls in skills, and (4) to ensure the adaptability of the work force. (Questions and answers are appended.) (YLB)
- Published
- 1985
47. New Communications Technology and Distance Education: Implications for Commonwealth Countries of the South. Papers on Information Technology No. 239.
- Author
-
Open Univ., Walton, Bletchley, Bucks (England). Inst. of Educational Technology. and Bates, A. W.
- Abstract
This review of the technical possibilities of audio, television, computing, and combination media addresses the main factors influencing decisions about each technology's suitability for distance teaching, including access, costs, symbolic representation, student control, teacher control, existing structures, learning skills to be developed, and feedback. Specific technologies are considered by type as follows: (1) audio: radio, audiocassettes, telephone teaching; (2) television-based: broadcast, cable, and satellite television, videocassettes, and videodiscs; (3) computer-based: hardware developments and some of the functions of microcomputers, computer assisted learning (CAL), computer conferencing, and audiographics systems; and (4) combination systems: computer and videodisc technologies and viewdata, which combines telephone, computer, and television technologies. Questions are raised concerning the potential social and educational effects of introducing these newer technologies to distance education; their cost-effectiveness; their potential impact on the nature of distance education; and whether they should be used in poorer developing countries. Four references are listed. (LMM)
- Published
- 1984
48. The Future Shape of Continuing Education and Universities: An Inaugural Lecture. Papers in Continuing Education Number 1.
- Author
-
Warwick Univ., Coventry (England). Dept. of Continuing Education. and Duke, Chris
- Abstract
Like the rest of British life around them, Great Britain's universities of adult and continuing education are currently in the midst of a period of great change. There has been much debate surrounding the relative importance of instruction, research, and community service in the overall mission of adult and continuing education in universities. It appears clear that university adult education still has a significant contribution to make. Universities need the kind of experiences and approaches in the university adult education tradition to manage their new circumstances. Industrial partnerships, community and commercial consultations, and continuing education of professionals can and do enhance the life and work of universities. Universities need older students for two reasons: for their motivation to learn and for the financial gains continuing education programs bring universities. Besides being able to respond to changing community needs by providing a variety of course lengths and formats, continuing education can offer and revive a recurrent education market. Perhaps one job of universities from the standpoint of their continuing education programs is to help breathe new life into social movements as vehicles for learning that can, in turn, define and codefine what Great Britain in the nineties needs of its universities. (MN)
- Published
- 1988
49. Spring Seminars Report. Information Technology and Education Programme. Occasional Paper ITE/3/85.
- Author
-
Economic and Social Research Council, Lancaster (England)., Lancaster Univ. (England). Dept. of Psychology., and Lewis, R.
- Abstract
This report contains excerpts from papers and summaries of discussions and program actions carried out during a series of seminars held to establish research priorities under the Information Technology and Education Programme (ITE) in the United Kingdom. The seminar on "Information Technology" (IT) included Kenneth Ruthven's consideration of IT content and methodology; Tony Scott's presentation of the aims, course descriptions, and key features of The London Borough of Croydon's computer studies courses; and John Gardner's presentation on the teacher's role in raising the levels of IT literacy, clarification of the meaning of IT literacy, and the need for evaluation of IT techniques in education. The seminar on "Implanting Innovation and Teacher Education" included discussions of changes that are needed/anticipated in education as a result of the availability and adoption of IT, the barriers to change, IT based materials, and the teacher's relationship with class members. The last seminar, on "Artificial Intelligence and CAL Development," commenced with a consideration of a range of issues prepared by Bob Hart, which included the meaning of computer assisted learning (CAL); using the computer to help the child transcend physical and computational limits; the development of applications that transcend the traditional curriculum barriers; creative media; support for the teacher; program designs that allow children to break out of strait jackets of arbitrary structures; and the role of research. Other points discussed were reflected in a summary paper by Tony Scott from which several excerpts are given in this report. Appendices include a list of attendees and a discussion of ways in which ITE plans to promote applications of artificial intelligence in education. (DJR)
- Published
- 1985
50. Policy papers published last week.
- Subjects
EDUCATION policy ,WOMEN'S rights ,STUDENT loans ,CHILD mental health services - Abstract
The article offers insight to policy papers on education published in Great Britain. Topics include "International Women and Girls Strategy 2023 to 2030;" "Lifelong Loan Entitlement: Impact assessment;" and "The Role of Higher Education in Overseas Investment in UK R&D," and "Children's Mental Health Services."
- Published
- 2023
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.