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This book presents an introduction to the range of technology that can be used to assist in the education of students with visual impairments, with descriptions of the main features of approximately 45 systems. After an introductory chapter, Chapter 1 identifies four key uses for technology: in communication, in the production of materials, to provide access to information, and as a curriculum tool. Chapter 2 explains different computers and accessories including expansion cards, ink printers, scanners, CD-ROMs, special access systems, and overlay boards. Chapter 3 describes large display systems, including large text on screen, large print word processors, computer magnification systems, magnification system hardware, closed circuit television systems, and large print (paper). Chapter 4 reviews a variety of Braille systems such as electronic Braille displays, Braille note takers, mechanical Braille keyboards, and translation software for Braille. Chapter 5 evaluates speech systems, including screen readers, speech synthesizers, talking word processors, and different speech devices. A final section includes articles and information intended for specialists. Articles address materials production, selection of a laptop, the Internet, and sources of information and support in the United Kingdom. Includes a list of resources in the United Kingdom and a glossary. (CR)

The program for City Technical Colleges (CTCs) draws on ideas and resources from government, private industry, and education to focus on the educational needs of inner city and urban children. Mathematics, science, and technology are at the center of the CTCs' mission, in a context which includes economic awareness and a commitment to enterprise and wealth creation. This discussion addresses the question of computer provision in the context of the need for children to learn skills in the technologies now central to their existence, and their need for sufficient access to relevant equipment through their learning experiences at school if they are to develop such skills. This paper presents a rationale for providing information technology (IT); a discussion of how subject areas in the National Curriculum, ranging from science to dance, can be enhanced by its use; suggestions for staffing and administering IT programs; and a discussion of issues concerned with system purchase, support, and maintenance. Suggestions are based on an analysis of needs, value for money, the nature of educational computing, parity between CTCs and the external world, and an attempt to predict the future direction of educational information technology. Two appendices provide an annotated list of sources of information and resources for curricular issues, the purchase and evaluation of equipment, satellite systems and remote sensing, issues relating to the management of information technology, MS-DOS educational software, and software for alternative computing platforms; and a glossary and explanation of terms. (KRN)

Countless policy makers and researchers have flocked to observe the education systems of Hong Kong, Shanghai and Singapore, which are among the top five performers in the PISA (Programme for International Student Assessment) 2009 reading assessment. Many visitors have been particularly impressed by the fact that these education systems succeed in embracing the social heterogeneity in their student populations that is intrinsic to large urban environments--something that many other education systems struggle to achieve. But large cities do not just pose social challenges to educators; they also offer important advantages for schools, such as a richer cultural environment, a more attractive workplace for teachers, more school choice, and better job prospects that can help to motivate students. New analyses from PISA highlight these advantages, showing that, in several countries, students from urban areas (defined here as cities with over a million inhabitants) do as well as students in PISA's top performing city-states, even if the different push and pull factors of urban environments play out very differently across countries. This paper reports that: (1) Large cities are generally educational assets: in most countries, performance improves dramatically when only the scores of students in urban areas are considered, although this is not the case in some countries, such as Belgium, Slovenia, the United Kingdom and the United States; and (2) When comparing the performance of students in large cities, students in Portugal and Israel perform as well as those in Singapore, and students in Poland perform as well as those in Hong Kong.

This paper reports that between 2008 and 2009, unemployment rates across OECD countries increased among people at all educational levels, but rose to especially troubling heights among people without an upper secondary education. In 2009, the average employment rate across OECD countries was much higher for individuals with a tertiary (i.e. higher) education--indicating a better match between the skills these people have and the skills the labour market required. Between 2008 and 2009, the earnings advantage for people with a tertiary education remained strong in OECD countries. In some countries, earnings inequality between people with a tertiary education and those without an upper secondary education widened even further.

This report presents an analysis of the diversity of income streams in UK higher education institutions (HEIs) at a time when the sector is facing considerable uncertainty. The research was conducted over a six-week period from March to April 2010 and, as such, it predated the establishment of the new Coalition Government in the UK. In the period since, both the Government's Emergency Budget of June 2010 and subsequent announcements have introduced a series of measures with important implications for higher education (HE) in the UK. With Lord Browne's "Independent review of higher education funding and student finance" due to report in the autumn, it is inevitable that there will be substantial changes across the HE sector. This report is intended to highlight some of the issues to be considered as the sector plans for the future. It is, however, important that it is read with its timing in mind. It is possible that the recent announcements by the new Government would elicit different responses if the research were to be repeated now. This notwithstanding, the report offers both an analysis of trends in HE income over time as well as a snapshot of the views of the sector at a time of great challenge and uncertainty. List of contributing institutions is appended. (Contains 17 figures and 9 endnotes.) [This paper was prepared by EKOS.]

This paper covers the whole of the UK higher education sector. It presents statistics relating to students, staff and finance. The data is derived from a variety of sources.

This paper presents the facts and figures of the whole UK higher education sector in 2009. The data is derived from a variety of sources, and is updated on a yearly basis.

One of the most important factors in successful entrepreneurship is for education to nurture the right mindset within students. To develop this mindset, the inclusion of entrepreneurship in a student's education is essential and therefore must be included on the curriculum. This short Learning and Skills Network (LSN) guide identifies areas of good practice and gives some practical advice on how to effectively introduce entrepreneurship into education. The recommendations and techniques shown on this paper help with encouraging the minds of learners to entrepreneurship, but individuals also require the drive and determination to succeed.

This paper discusses the use of Numicon number teaching materials with children with Down syndrome. The theory underlying the design of the materials is discussed, the teaching approach and methodology are described and evidence supporting effectiveness is outlined. (Contains 4 figures.)

This paper presents the facts and figures of the whole UK higher education sector in 2007. The data is derived from a variety of sources, and is updated on a yearly basis.

This document is intended to help open learning and distance learning practitioners use, design, and select appropriate open and distance learning materials. The document begins with a brief overview of the following forms of open and distance learning materials: workbooks; structured materials; computer-based training materials; online materials; and audio and video materials. The next section presents series of questions for practitioners to ask themselves to address the following issues related to open and distance learning materials: intended learners; flexibility; assessment methods used; learning design; learner support; learning strategies; presentation; and differences between computer-based and paper-based learning materials. The following topics related to evaluation methods are discussed: (1) possible approaches to evaluation (independent reviews, expert review, learners' reactions); (2) elements of an evaluation (three or four learners, a single expert, and an evaluation framework to ensure a consistent and systematic approach); and (3) additional considerations when evaluating computer-based learning products. The following evaluation techniques are explained: interviewing; questionnaires; and observation. The next four sections address the following topics: (1) factors to consider when assessing materials' cost-effectiveness; (2) considerations when commissioning a third-party developer; and (3) licenses. A checklist for evaluating learning materials and lists of 12 useful contacts and 9 useful publications are included. (MN)

Discusses how language teachers or departments could evaluate computer-assisted language-learning (CALL) software on a pedagogical basis, emphasizing that classroom teachers already possess much of the knowledge needed to do this. The paper illustrates good practice by matching a learning and teaching approach as currently practiced within British secondary schools against features of various CALL software packages. (Author/SM)

This document reviews how performance indicators are currently being used in several Commonwealth countries the United Kingdom, Australia, and Canada, and identifies some of the issues associated with performance indicator development and application. It also examines whether there are any agreed upon "key", or common, indicators that can be applied universally. After briefly discussing the background of the study and defining the terminology of, the audiences for, and applications of performance indicators, the paper reviews sources of higher education data published by government, government agencies, or national university organizations, and discusses developments in the application of performance indicators. Case studies from the U.K., Australia, and Canada are used to examine five types of indicators: student indicators, such as population, progression/completion rates, destination and satiation; staff indicators; resource and financial indicators; research indicators; and estate management/physical resources indicators. The characteristics of "good" indicators and various concerns surrounding the use of indicators are also addressed. Findings suggest that performance indicators need to be related to institution objectives, should be used with other measures, and cannot presently be used to compare institutions in different countries. Appendices include lists of sources, publications, and contacts; a comprehensive list of possible indicators, and core indicators recommended by the Council of Ontario Universities. (BF)

Ever since the publication of the age 8-14 materials by the Science and Technology in Society (SATIS) Project of the Association for Science Education (ASE), teachers have been looking for a similar resource for younger children. This book of units is a first step to answering that request. In the SATIS project, science and technology have always been linked and have fit easily with one another. SATIS provides a context for experiencing the skills of investigation and communication. The materials are reproducible for use within the purchasing institution. The parts of each unit are mostly free-standing and all of the units have been checked for safety. Chapters include: (1) Anoraks; (2) Bike Helmets; (3) Clinics; (4) Fat Cat; (5) Growing Grass; (6) Making Music; (7) Mini Beast Movers; (8) Nuts and Seeds; (9) Paper; and (10) Roller Coaster. Each unit begins with an outline or introduction, followed by National Curriculum links; learning outcomes for children; activity outlines; learning environment; poems, stories, and songs; special materials; and safety issues, which are followed by activities and questions. (PVD)

Papers by teachers and teacher trainers address issues in bilingualism and related teaching techniques in the elementary school classroom in England. They are derived from an inservice teacher training project. Essays include: "Investigating Children's Discourse in the Primary Classroom: The Linguistic Demands of Classroom Tasks" (Nanette Godfrey, Silvia Skinner); "Story as Vehicle: The Making of a Kit" (Edie Garvie); "The Assessment of Bilingual Children" (Ann Robson); "Towards Equality in the Classroom" (Farzana Turner, Ola Francombe); "Towards Bilingualism in the Primary School: Supporting New Arrivals as They Acquire English--A Scottish Perspective" (Ann Hindle); "The Welsh Perspective on Working with Bilingual Children in the Primary School" (William H. Raybould); "Issues in the Language Education of Bilingual Children: Summary of the Open Forum for Participants' Contributions" (Mahendra K. Verma, Karen P. Corrigan, Sally Firth); "Promoting Young ESL Children's Written Language Development" (Lindy Bates); "Old Sounds and New Sounds: Bilinguals Learning ESL" (Mahendra K. Verma, Sally Firth); "Bilingual Children and their Assessment Through Mother Tongue" (Jean Mills); "Oracy Issues in ESL Teaching in Key Stage 2: Using the Language Master as a Bridge between Non-Standard and Standard English" (Mary Rose Peate); and "The Bilingual Child--Learning and Teaching in Multicultural Contexts: Summary of the Open Forum for Participants' Contributions" (Mahendra K. Verma, Sally Firth). (MSE)

In partnership with the Institute of Technology in Aberdeen, the Institution of Electrical Engineers (IEE) has pioneered the development of a range of highly sophisticated simulation games and case studies based on realistic engineering scenarios for use in secondary and higher education and industrial training. The initial involvement of IEE in academic gaming through the "Power Station Game" Project is described, as well as the subsequent development of that project; the Broadcasting Game Project, in which IEE became involved in the actual development of games; and the recent expansion of publication activities with Peter Peregrinus Ltd. (PPL). A discussion of possible future developments concludes the main body of the report. More detailed information is provided in three appendices: the first describes six games published by IEE and PPL; the second lists 41 papers published on the games; and the third indicates conferences and seminars at which the games have been publicized. (CHC)

The packet of information is intended to help residential workers with disturbed children in the United Kingdom. The first section on theory contains two papers: "Which Children Come Into Residential Care?" (Robin Benians); and "Models of Treatment: Behavioral, Psychodynamic, Cognitive" (Daphne Lennox). The next section contains practical guidance directly related to the therapeutic management of disturbed children with subsections on the basic needs of children, reasons for stealing, innate conflicts in residential placement, and the child in relation to the family and community. The final section contains materials for use in training and discussion including a school evaluation form covering educational arrangements, care arrangements, and staffing/accommodation/resources. (DB)

This is one of a series of three books addressing the question of the nature of technological literacy. This volume, consisting of an introduction, an epilogue, and 12 chapters, focuses on classrooms and classroom processes involving computers and deals directly with teacher and student usage of microcomputers in teaching and learning. The 12 chapters are: (1) "Computers and Exploratory Learning in the Classroom" (Richard Ennals); (2) "Siuli's Maths Lesson: Autonomy or Control?" (Alec Moore); (3) "A Case Study of Microcomputers in Art Education" (Robert Blomeyer); (4) "Appropriate Tools? IT in the Primary Classroom" (Les Watson); (5) "Word-Processors and Collaborative Writing" (Graham Peacock); (6) "What Can't Speak Can't Lie: Computers and Records of Achievement" (Christopher Pole); (7) "The Training Materials Network" (Nicholas Peacey); (8) "Mapping the Offers: Databases of Special Educational Needs INSET" (Oleg Liber); (9) "Computing: An Ideal Occupation for Women?" (Peggy Newton and Eevi Beck); (10) "Gender Equity and Computing in Secondary Schools: Issues and Strategies for Teachers" (Lorraine Culley); (11) "Computers, Dominant Boys and Invisible Girls: Or 'Hannah, it's not a toaster, it's a computer!'" (John Beynon); (12) Micros in Action: Three Classroom Case Studies" (Mary Shooter, Patricia Lovering, and Sheila Bellamy). The epilogue is "Technological Literacy: Where Do We All Go From Here?" (John Beynon). A section of notes on the contributors and an index are provided. (MDH)