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152. Abuse of Children in Residential Establishments. SENNAC Discussion Paper.
- Author
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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
153. Assessment of Research Quality. AIR 1995 Annual Forum Paper.
- Author
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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
154. International Quality Review and Distance Learning: Lessons from Five Countries. CHEA Occasional Paper
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Council for Higher Education Accreditation, Middlehurst, Robin, and Woodfield, Steve
- Abstract
This is a report on the quality review of distance learning in a sample of five countries. The report was commissioned by the Council for Higher Education Accreditation's (CHEA's) International Commission in order to understand better the nature of existing regulatory arrangements in the context of growth in electronically supported learning and in the import and export of education world-wide. The data collected from readily available public sources were used to create country case studies for Jordan, Malaysia, Australia, Kenya and the UK, which were subsequently verified by in-country experts. From the data and information collected, a summary report was produced in two parts. Part One summarizes information and issues arising from relevant policy reports and academic literature. The sections of the report cover: context and terminology, approaches to quality review, agencies involved, review processes, and challenges and issues in the quality review of distance learning. The second part presents data from the case studies. After a brief section outlining the socio-economic context, educational system and policy context for each country, Part Two addresses the main themes of the project: the nature of distance learning in each country and the main providers, the nature of the regulatory and quality assurance systems as they apply generally and to distance learning in particular, and the relationship between trade in educational services (from an importing and exporting perspective) and arrangements for quality review. [This report was produced by CHEA (Council for Higher Education Accreditation) Institute for Research and Study of Accreditation and Quality Assurance. It was prepared for the International Commission of the Council for Higher Education Accreditation.]
- Published
- 2004
155. Innovation in Continuing Education Provision, Teaching and Learning: Research Perspectives. Papers from a Conference (Lancaster, England, United Kingdom, April 27, 1995).
- Author
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Lancaster Univ. (England). Dept. of Continuing Education., Hamilton, Mary, and Withnall, Alexandra
- Abstract
The following conference papers cover a wide spectrum of issues in continuing education: "Introduction" (Katherine Leni Oglesby); "Footprints in the Sand?--The Legacy of the University Funding Council's Support for Research in Continuing Education" (Chris Duke); "Thinking Fragments: Learning, Life Histories and the Self" (Linden West); "Group Research Projects in Adult Continuing Education" (Joan Unwin); "Adult Self-Directed Learning in the Community and Its Implications" (Keith Percy); "Creativity Training for Design Engineers in Heavy Plant Industries" (Graham Thompson, Martina Lordan); "The Leeds Adult Learners at Work Project: Knowledge and Control in Employee Development Schemes" (John Payne, Keith Forester); "'Personal Troubles and Public Issues': University Researchers, Adult Educators and Adult Learners in Rural Areas" (John Payne); "Voluntary Organisations. Citizenship, Learning and Change" (Konrad Elsdon); "Inside Perspectives: Ex-Prisoners' Views on Prison Education" (Sally Malin, Ina J. Kell); "Mainstreaming, Critical Histories and Cultural Identities" (Tom Steele); "Responding to Language Shift among Young People" (Heini Gruffudd); "Accessing the Imagination: Creative Writing in Community Education" (Rebecca O'Rourke); "Learning from Working Together: Experiencing Collaborative Research as Education" (Sue Shuttleworth et al.); "The Challenge of Linking Research and Practice: Ways of Learning in Adult Basic Education" (Mary Hamilton, Wendy Moss); "Disability Voice" (Mal Leicester); "Returners, Mathematics and Targeting" (Roseanne Benn); and "Access of Adult to the University: A Comparative UK/Belgian Study" (Barbara Merrill, Jean-Luc Guyot). Many papers contain substantial bibliographies. (MN)
- Published
- 1995
156. Learning from Audio-Visual Media: The Open University Experience. IET Papers on Broadcasting No. 183.
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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
157. New Technology and Its Impact on Conventional and Distance Education. Papers on Information Technology No. 237.
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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
158. Life, the Universe and Almost Everything: The Value of Adults Learning in Science. A Policy Discussion Paper.
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National Inst. of Adult Continuing Education, Leicester (England)., Carlton, Shiela, Carlton, Shiela, and National Inst. of Adult Continuing Education, Leicester (England).
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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
159. A Framework for Quality Management. Mendip Papers, MP 070.
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Staff Coll., Bristol (England). and Sallis, Edward
- Abstract
This paper outlines a framework for analyzing existing quality initiatives and for planning and implementing new ones particularly designed for colleges in Great Britain in their new status as independent, incorporated entities. It is designed to assist colleges in managing quality and in using quality management as a means of institutional development. The framework's starting premise is that each institution must find its own route to quality and that externally prescribed approaches are usually the least effective. Following a discussion of the purpose of a quality framework and of the difference between procedural and transformational notions of quality, the following framework components are listed: (1) leadership and strategy, (2) teamwork, (3) customer requirements, and (4) systems and procedures. Each of these is then discussed in detail with the use of a diagram that shows the relations between different elements and specific types of tasks. A section on evaluation looks at immediate, short-term and long-term evaluation. An exploration of the management of quality compares a quality college with a college managed along traditional lines and describes the quality college as having a flatter structure with strong, integrating horizontal links. A conclusion reviews linking the framework in this paper with the European Quality Award. (Contains 24 references.) (JB)
- Published
- 1994
160. The Production of Subject English and English Subjects: Lessons from Culturally Diverse Urban Classrooms. Occasional Paper.
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Southampton Univ. (England). Centre for Language Education. and Bourne, Jill
- Abstract
This study examined the impact of linguistic and cultural diversity in two urban, British secondary schools on "how English looked" (the content and interactions of urban, multiethnic classrooms). Data were collected from two classrooms with diverse students using interviews and videotapes. In both classrooms, the teachers were working at mediating a text to the students. Both texts focused on relationships. Both lessons were led by the teacher, mainly from the front of the classroom, and involved the whole class working together for most of the period. The two teachers believed that their challenge was to make texts relevant to students' own experiences, though they went about this in different ways. In both classrooms, there was a significant congruence between the way in which the teacher viewed English and what she was producing in the English class and that which her students were able to make explicit during their interviews. (Contains 9 references.) (SM)
- Published
- 2003
161. The Positive and Mindful University. Occasional Paper 18
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Higher Education Policy Institute (HEPI) (United Kingdom), Seldon, Anthony, and Martin, Alan
- Abstract
In this HEPI Occasional Paper, Sir Anthony Seldon and Dr Alan Martin explore the concept of a 'positive university' by looking at the approaches used by positive psychology and mindfulness. With increasing concern about the health of students and staff, this report considers the importance of a proactive approach to mental wellbeing. Exploring best practice from the United States, Australia and Mexico, as well as celebrating the work already being done in UK higher education institutions, the pamphlet makes practical recommendations for students and staff as well as highlighting ways to improve students' transition between school and university.
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- 2017
162. Is Every Child's Voice Heard? Case Studies of 3-Year Old Children's Talk at Home and in a Pre-School Playgroup. Occasional Paper.
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Southampton Univ. (England). Centre for Language Education. and Flewitt, Rosie
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This study examined patterns and developments in the communicative strategies of 3-year-old children over the course of their first year in a small, rural playgroup. It also: identified factors in the dynamics of children's playgroup experiences that correlated with the developments observed, investigated mothers' and playgroup staffs' perceptions of the children, and considered how individual identity was created and recreated through the process of acquiring new "voices" in new social domains. Data from interviews with playgroup staff and parents, audio and video recordings of playgroup and home interactions, field notes, and a research diary indicated that playgroup staff viewed children as less confident and less able to communicate than did their mothers. There were significant differences in the quantity and type of talk in the two contexts. In the playgroup, there was a constant buzz of talk made up of a mosaic of conversations. However, compared to home, the children engaged in very few sustained exchanges, and many of their exchanges remained unfinished due to interruptions. At home, children frequently initiated and set the pace of conversational exchanges. Their home interactions tended to be dominated by talk, with body movements for emphasis. (Contains 28 references.) (SM)
- Published
- 2002
163. Opportunity Analysis and Selection: 50 or More Ways To Reduce Costs. Mendip Papers.
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Staff Coll., Bristol (England)., Kedney, Bob, and Davies, Trefor
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This paper discusses activity analysis and the identification of options as the first two stages of a structured approach to achieving budget savings at postsecondary institutions, focusing on schools and practices in the United Kingdom. It presents five checklists of opportunities for reducing spending and controlling costs. The checklists cover: (1) management staff costs; (2) other staff costs (including staff changes, resignations and dismissals, new appointments, and contractual changes); (3) capital assets costs; (4) non-staff recurrent costs (including security, insurance, utilities, catering services, professional services, finance and contract management, purchasing, examinations and validation, publicity and marketing, staff development, expense accounts, and hospitality); and (5) costing and pricing. The paper concludes that postsecondary institutions can eliminate waste and better utilize their limited resources through an analysis of their activities that focuses on the identification of possible budget savings. (MDM)
- Published
- 1993
164. Coping with Incapability. Mendip Papers.
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Staff Coll., Bristol (England)., Kedney, Bob, and Saunders, Bob
- Abstract
This paper examines methods that postsecondary institutions can use to cope with faculty and staff incapability, focusing on schools and practices in the United Kingdom. It first discusses the nature and scale of faculty/staff incapability in the United Kingdom, reviewing relevant court decisions. It then examines administration responses to incapability that may result from incompetence, short-term sickness, and long-term illness. The paper suggests that administration responses to incapability need to address the purpose of action, coverage, stages, time limits, appeals, sanctions, and records. It also discusses the conduct of review panels, investigations, and hearings, as well as the relevance of communication, training, and collective bargaining agreements. Appendices offer guidelines and procedures for decision-making in determining incapability. (Contains 15 references.) (MDM)
- Published
- 1993
165. Prison Education's Role in Challenging Offending Behaviour. Mendip Papers MP 047.
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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
166. A Critical Assessment of Adult Continuing Education Curriculum Development in Practice. Occasional Paper Number 3.
- Author
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Exeter Univ. (England). Centre for Research in Continuing Education., Benn, Roseanne, Fieldhouse, Roger, Benn, Roseanne, Fieldhouse, Roger, and Exeter Univ. (England). Centre for Research in Continuing Education.
- Abstract
This document contains six papers examining the theoretical and practical development of university adult continuing education (ACE) curricula in the late 1990s. The following are among the factors considered in "An Exploration of the Factors Affecting the Adult Continuing Education Curriculum" (Roseanne Benn): goals; cultural, political, and educational forces; and experiences or philosophies of knowledge. "Word-Power: The Influence of Language on Practice in Curriculum Development" (Simon Trezise) explores the power of the dominant discourse and the power of individuals to resist or change it. The drive toward vocational relevance in ACE in the last 2 decades and its effect on curriculum development is analyzed in "A Re-formation of Liberal Values: Embedding Transferable Skills in the Adult Continuing Education Curriculum" (Roger Fieldhouse). The trend toward a "skills-based" history in ACE is traced in "Developing a History Curriculum for Adult Learners--A Case Study" (Lynne Thompson). "A Part-time Humanities Degree off Campus: Factors in Curriculum Design" (Ella Westland) describes efforts at the University of Exeter's outpost in Cornwall to respond to changing student demands and funding formulas. "Widening Access: A Curriculum for Distance Learning" (Caroline Whiting) outlines the process of setting up distance learning provision in ACE at Exeter. (MN)
- Published
- 1998
167. Understanding the Regional Contribution of Higher Education Institutions: A Literature Review. OECD Education Working Papers, No. 9
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Organisation for Economic Cooperation and Development, Arbo, Peter, and Benneworth, Paul
- Abstract
The contribution of higher education institutions to regional development is a theme that has attracted growing attention in recent years. Knowledge institutions are increasingly expected not only to conduct education and research, but also to play an active role in the economic, social and cultural development of their regions. The extent to which higher education institutions are able to play this role depends on a number of circumstances: the characteristics of the institutions, the regions in which they are located and the policy frameworks are all significant. At the same time, there are signs of more fundamental conceptual and strategic confusion. The discussions in this domain are frequently characterised by slogans and popular metaphors. This literature review was prepared to support the OECD project entitled 'Supporting the Contribution of Higher Education Institutions to Regional Development', which was conducted by the OECD Programme on Institutional Management in Higher Education (IMHE) in collaboration with the Directorate of Public Governance and Territorial Development. Drawing mainly from a selection of European and North American publications, the report takes an overall view on the development of higher education institutions in the regional context. It focuses on the evolution and discourses of higher education and research, the regional aspects of higher education policies, the various functions and roles that the institutions play, measures taken to link the universities with their regional partners, and the conditions which favour or hamper stronger regional engagement. (A bibliography is included. Contains 9 figures.)
- Published
- 2007
- Full Text
- View/download PDF
168. Post-16 Participation: The Success Story. Mendip Papers MP 043.
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Staff Coll., Bristol (England). and Pardey, D.
- Abstract
An analysis was done regarding the perceived low numbers of British students who stay on in school past age 16. This three-part paper summarizes that study. Part 1, "Post-Compulsory Education Analysing the Market," presents a summary of the problem of low participation in post-16 schooling, based on a survey of literature and interviews with technical college managers and officers. It includes information about the economic significance of continuing education and training and the emerging consensus that both are vital to the economic well-being of the United Kingdom. In Part 2, "Post-compulsory-education: identifying the trends," the paper offers an alternative analysis of much of the data. It suggests that the quantitative gap between the United Kingdom and its major economic competitors is narrowing at such a rate that means this part of the argument for further education is becoming irrelevant. The number of young people continuing in education and training, within the public sector, is fast approaching the rates common elsewhere. This section also brings up the question of the quality of the training. Part 3, "The Challenge for Colleges," suggests policy for the future. It maintains that the reasons that participation rates have increased are manifold, but the role of post-16 institutions is central. These institutions have spent the last few years improving their marketing and changing the attitudes and behaviors of many thousands of young people. The effectiveness of these strategies are at the root of the social changes that are evidenced by the increasing participation rates. For the future, the paper maintains, the growth and cooperation of these institutions will determine how many young people are prepared for the future. The report includes 17 figures. Contains 33 references. (KC)
- Published
- 1992
169. Parental Involvement and Literacy Achievement: The Research Evidence and the Way Forward. Consultation Paper.
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National Literacy Trust (England)
- Abstract
This literature review of published research findings on parental involvement and literacy was undertaken to support the information needs of the National Literacy Trust, policymakers and educational providers in the United Kingdom (UK). Parental involvement and family involvement is a core value of the National Literacy Trust and underpins its philosophy that the literate society begins in the home and is sustained by home literacy practices and culture. Priority in the literature review was given to UK sources on parental involvement published in the 1990s, although some evaluations of the 1980s were included because of their important contribution to the field. Some international sources were also included when UK literature was lacking. The aim of the review was to summarize the published findings and to identify the activities in the home that contribute to children's literacy. Following a Preface and an Executive Summary, the review is divided into these sections: (1) Introduction; (2) The Role of Parents: The Trust's Position; (3) Main Findings in the Literature on Parental Involvement (Early Years; School Years); (4) Interventions and the Evidence (Interventions in the Early Years; School Age Interventions); (5) Way Forward; and (6) Conclusions. (Contains 103 references, 18 recommended resources, and 1 figure.) (NKA)
- Published
- 2001
170. Does Inequality in Skills Explain Inequality of Earnings across Advanced Countries? NBER Working Paper Series.
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National Bureau of Economic Research, Cambridge, MA., Devroye, Dan, and Freeman, Richard
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The question of whether inequality in skills explains inequality of earnings across advanced countries was examined through a review of data from the International Adult Literacy Survey (IALS), which examined the prose, document, and quantitative literacy skills of adults in 12 member countries of the Organisation for Economic Cooperation and Development. In all countries, jobless individuals tended to have lower skill levels than workers. The distribution of earnings and the distribution of skills varied widely among advanced countries, with the major English-speaking countries, the United States, the United Kingdom, and Canada, having much greater inequality in both earnings and skills than continental European Union countries. According to data from the IALS, skill inequality explains only approximately 7% of the cross-country difference in earnings inequality. The dispersion of earnings in the United States was found to be larger in narrowly defined skill groups than was the dispersion of earnings for European workers overall. In the United States, IALS test scores rose substantially with movement up the income scale, with the increase in scores averaging 17 points per income quintile. The bulk of cross-country differences in earnings inequality were found to occur within skill groups rather than between them. (The bibliography contains 20 references. Twelve tables/figures are included.) (MN)
- Published
- 2001
171. A Case Study of Selective Funding of Research in the United Kingdom Through Assessment of Some University Indicators (1990/91 to 1992/93). AIR 1997 Annual Forum Paper.
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Lima, Ecilamar M.
- Abstract
This study examined the allocation of government research grants to universities in the United Kingdom in the context of the current funding system which distributes such grants based on universities' performance in the marketplace. Marketplace performance indicators include academic staff and postgraduate student counts, grants from Research Councils, income from contracts with industry, donations, and research ratings. Research grant data were analyzed to determine if the allocation of research grants reflected the performance indicators outlined in the funding methodology. A multiple regression analysis was used to determine the relationship between indicators and allocation of grants in the academic years 1990-91, 1991-92, and 1992-93. The results showed that the funding formula was used to allocate research grants to the 50 long-established United Kingdom universities with a large coefficient of multiple determination in the three years examined. A large proportion of grants were explained by the performance indicators: 73.1 percent in 1990-91, 80.9 percent in 1991-92, and 86.2 percent in 1992-93. (Contains 45 references.) (JLS)
- Published
- 1997
172. A Statistical Portrait of Working at Home in the U.K.: Evidence from the Labour Force Survey. Working Paper.
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Felstead, Alan, Jewson, Nick, Phizacklea, Annie, and Walters, Sally
- Abstract
The patterns, extent, and problems of working at home in the United Kingdom were examined through a multivariate analysis of data from the Labour Force Survey, which has questioned respondents about the location of their workplace since 1992. The numbers of people working "mainly" at home increased from 345,920 (1.5%) in 1981 to 680,612 (2.5%) in 1998. Those working from home at least 1 day per week accounted for 3.5% of the employed workforce, with those working from home "sometimes" accounting for a further 22%. Higher occupational groups were overrepresented among those working mainly or sometimes at home. Three of five of those who work at home at least 1 day per week relied on computers and telecommunications to keep in touch with clients and colleagues. Approximately three-fourths of manual workers who work at home received low pay versus one-fifth of their conventionally located counterparts. Women accounted for 69% of those working mainly at home. Except in certain categories (which did not include manual work), ethnic minorities were underrepresented among those working at home. Women who worked mainly at home were more likely to report having dependent children. (The bibliography lists 51 references. Eight tables are included. Information on data availability and descriptions of variables are appended.) (MN)
- Published
- 2000
173. The Future of Work in the Public Sector: Learning and Workplace Inequality. Working Paper.
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Rainbird, Helen, Munro, Anne, Holly, Lesley, and Leisten, Ruchira
- Abstract
The patterns of manual and clerical workers' access to learning opportunities in the workplace in the United Kingdom were examined through case studies of three local authorities and three National Health Service trusts and a survey examining their employees' learning experiences. The workers occupying the lowest- grade jobs at the study organizations included younger workers, women returning to the labor market, and older workers who were either close to retirement or older than retirement age. A large percentage worked part-time. The case studies revealed evidence of upskilling and job enrichment, with individual workers' attitudes toward this upskilling and retraining depending on the social context in which they were occurring. Also identified were examples of work intensification and deskilling and of a number of people feeling trapped in routine and monotonous jobs. The following types of learning at work were identified: learning within the job and "doing the job better"; learning to understand the job; learning for job progression; learning around the job by extending knowledge of the section or department; learning for employability; learning for personal development; and learning for democratic participation in the 21st century. However, not all employees had such opportunities available to them, and some workers were not interested in job progression. (Contains 25 references.) (MN)
- Published
- 1999
174. Explaining and Forecasting Job Satisfaction: The Contribution of Occupational Profiling. Working Paper.
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Rose, Michael
- Abstract
The contribution of occupational profiling to explaining and forecasting job satisfaction were analyzed by using data on job satisfaction for 33,249 workers from waves 1-7 of the British Household Panel Survey. Overall job satisfaction gradients were defined for major and minor groups of occupations in the United Kingdom's Standard Occupational Classification. The level and congruence of the material aspects and quality of work life aspects of job satisfaction in individual occupational unit groups (OUGs) were profiled. Stark contrasts emerged between fortunate OUGs, where levels of both modes of satisfaction are high, and disfavored OUGs, where both are low. Although the analysis results were consistent with earlier accounts of alienation in industrial settings, the findings required more comprehensive forms of explanation involving established findings about the correlates of job satisfaction. Regression analysis demonstrated that, in many cases, levels of satisfaction in OUGs could be accounted for largely in terms of individual and organizational variables. However, significant occupational effects remained for a large minority of OUGs. Industry was discounted as a minor influence on job satisfaction. The scope for more general explanations of job satisfaction in terms of relative deprivation was suggested, and methods for predicting trends in job satisfaction were outlined. (Contains 22 tables and 46 references.) (Author/MN)
- Published
- 1999
175. Employee Skill, Occupation, and Work Involvement. Working Paper.
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Rose, Michael
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Data from the Work History and Attitudes survey of the Social Change and Economic Life research initiative (SCELI) enquiry of 1986-1989 and the first wave of the British Household Panel Survey (BHPS) were analyzed to determine their continuity and comparability with regard to employee attitudes in general and job satisfaction and work centrality in particular. The study revealed a high degree of comparability between the two data sets and in the results obtained when they are used. However, several difficulties in comparing the two data sets were also identified. The SCELI was credited with providing good indicators of both human capital ("own-skill") and job skill and for providing extensive details about the technical milieu of work and the work organization, which were deemed good control variables. BHPS was found to offer excellent data on human capital, particularly on recently acquired technical training and vocational and other education. However, BHPS's direct measures of job skill proved minimal. An imputation process was suggested as one way of resolving this difficulty. The material offered by BHPS on partnership and household structures was concluded to be so admirable as to partly compensate for its lack of workplace and organizational data. (Thirteen figures/tables are included. Five additional tables and a comment on the expressive work ethic are appended.) (Author/MN)
- Published
- 1999
176. Higher Education: What Role Can the Commonwealth Play? Background Paper for Discussion at the 19th Conference of Commonwealth Education Ministers
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Association of Commonwealth Universities (ACU) (United Kingdom) and Kirkland, John
- Abstract
Higher education is increasingly recognised as being critical to social and economic prosperity. It is also a policy area where the Commonwealth could significantly increase its impact. This could be achieved without major cost, by working through activities already in place, and persuading member governments to make stronger use of these brands and mechanisms. This paper focuses on four key areas selected by the the 19th Conference of Commonwealth Education Ministers (19CCEM) Steering Committee: (1) Costs and access; (2) Links with employment; (3) Securing the next generation of academics; and (4) Student and staff mobility. These were chosen because of their importance, relevance to conference themes, and synergy with existing Commonwealth-related initiatives. In each case, the brief summary of issues is intended to stimulate debate on whether, and how, the Commonwealth could play a greater role. [This paper was prepared for the Conference of Commonwealth Education Ministers (19CCEM) (19th, Bahamas, Jun 22-26, 2015).]
- Published
- 2015
177. Community Development and Rural Issues. Community Development Briefing Paper No. 6.
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ACRE: Action with Communities in Rural England, Cirencester., Community Development Foundation, London (England)., Francis, David, and Henderson, Paul
- Abstract
Rural poverty and wide-ranging environmental concerns are some of the problems driving a growing public debate on rural issues across the United Kingdom. This briefing paper assesses the contribution that a community development approach can make to these issues. Rural areas have a long history of collective action, from farm families helping each other at harvest time to communal efforts to provide village services, schools, carnivals, and drama events. Recent decades have seen increasing outside efforts to influence policies, decisions, and trends that threaten local areas, such as school closings, environmental issues, and large new housing developments. The role and challenge of community development is to reinforce local collective action where it is already occurring, and encourage more communities to acquire the confidence and skills to take collective action. Chapters set the rural context; identify broad trends related to rural population, changing employment, declining services, the market economy, and rural-urban conflicts about the environment; provide examples of effective community work around village services, schools, community centers, housing, economic development, village appraisals, and environmental action; and identify the main agencies and programs in England, Wales, Scotland, and Northern Ireland. The booklet concludes by recommending consolidation of the community work occupation; promotion of a community approach; appreciation of the Europe-wide perspective; a reappraisal of values; development of political responsibility and citizenship; and adoption of a more strategic approach. Contains 19 references and 29 organizational contacts in the United Kingdom and Europe. (TD)
- Published
- 1994
178. Schools for Future Youth Evaluation Report: Developing Young People as Active Global Citizens. Research Paper No. 17
- Author
-
University College London (UCL) (United Kingdom), Development Education Research Centre (DERC), Oxfam (United Kingdom), and Hunt, Frances
- Abstract
Schools for Future Youth (SFYouth) is an EU Erasmus+ funded project running from 2014-2017, which aims to build the skills and capacity of teachers and young people to use global citizenship to improve teaching and learning. The project encourages both curricular engagement with global issues and spaces for young people to actively participate and take action on global issues through informal spaces in school. This report is a comprehensive account of the data collected on the SFYouth project and answers questions about how the project impacted on teachers' and young people's understandings and experiences of global citizenship and youth participation in Europe. It responds to the project logframe and contextualises this evidence within conceptual understandings of global citizenship and youth participation in different country spaces. Specifically the report responds to the questions: (1) What impact did the Schools for Future Youth project have on schooling activities and approaches to teaching and learning? (2) How did the Schools for Future Youth project impact on participating teachers and young people? and (3) What factors supported the impact of the Schools for Future Youth project? [Also collaborating in the project: Oxfam Italy, Polish Humanitarian Action (PAH), and CARDET.]
- Published
- 2017
179. Output-Related Funding in Vocational Education and Training. A Discussion Paper and Case Studies.
- Author
-
European Centre for the Development of Vocational Training, Thessaloniki (Greece). and Felstead, Alan
- Abstract
The benefits of and issues associated with output-related funding (ORF) were assessed by examining the use of ORF in vocational education and training (VET) in the European Union and the United States. Data were gathered in the following ways: several online bibliographic searches; consultation with 54 experts, including VET researchers, national policymakers, and lobbyists; CEDEFOP requests for information from organizations and individuals; and traditional library searches. ORF was defined as basing funding on outputs produced, which are generally measured in terms of the achievement of qualifications for school-based training and/or job attainment. The emphasis given to ORF in the VET programs examined ranged from 75% (the United Kingdom's Training for Work program) to 5% (Job Training Partnership Act programs). ORF was determined to offer the following benefits: gives training providers more flexibility in the type of provision offered; enhances improvements in performance; increases value for money by providing incentive to fulfill certain achievements and discouraging "time-serving" in training, which does not lead to outcomes; and simplifies administration and clarifies audit requirements. ORF's success in achieving efficiency, reducing administrative costs, and enhancing accountability could not be determined unequivocally because it was rarely used as the sole instrument of performance management. (57 references) (MN)
- Published
- 1998
180. Accreditation and Quality Assurance in Higher Education: Papers on Higher Education Series.
- Author
-
United Nations Educational, Scientific, and Cultural Organization, Bucharest (Romania). European Centre for Higher Education. and Sterian, Paul Enache
- Abstract
This paper offers a broad look at accreditation and quality assurance in higher education and how these issues are addressed around the world. Section 1 is an overview of accreditation and addresses the aims and objectives of accreditation, standards, accreditation bodies, stages of the accreditation process, the quality of that process, the role of government in the accreditation process, some critical points of view concerning the process, and present accreditation trends. Section 2 looks at accreditation and quality assurance through brief national case studies. The nations represented are France, Germany, United Kingdom, the Netherlands, Sweden, the United States, China, India, Hong Kong, South Africa, Nigeria, Kenya, and Australia. This section closes with a section comparing accreditation and quality assurance in various regions. Section 3 takes a closer and more detailed look at the accreditation process in Romania, particularly in light of the recent political and educational changes in this nation and the fairly recent decision to introduce accreditation of institutions of higher education. This examination covers accreditation principles and objectives, standards for initial and subsequent accreditation, application rules, structure of the accreditation committee and its functions, and provisions for financing accreditation. Appendixes contain institutional evaluation standards and a glossary. (Contains 27 references.) (JB)
- Published
- 1992
181. 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
182. 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
183. 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
184. 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
185. 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
186. 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
187. 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
188. 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
189. College Quality Assurance Assurances. Mendip Papers 020.
- Author
-
Further Education Staff Coll., Blagdon (England)., Sallis, E., and Hingley, P.
- Abstract
This paper discusses the increasing interest in quality assurance in British education including its measurement and management through the introduction of a quality assurance system. The reasons and benefits of beginning a quality assurance system are discussed, and questions of what constitutes quality, whether it is quality in fact (specification adherence), or quality in perception (consumer viewpoint), are considered. Three quality assurance systems are examined: British Standards 5750 Quality Systems Total Quality Management; and a system of the Staff College's devising. Also examined are two issues surrounding the implementation of a quality assurance system, namely, the type of college culture that exists, and the resources which the college is prepared to commit to quality assurance. Finally, the report outlines the stages for introducing a quality assurance system in the college setting. Stage 1 discusses the appraisal and diagnosis process and provides a checklist to assist the college in assessing its existing quality culture. The second stage examines the measurement of managerial commitment, and stage 3 focuses on costing considerations and analysis. The last three stages cover establishing a plan of action; involving everyone in the quality process; and review and evaluation. Contains 11 references and a 20-item bibliography. (GLR)
- Published
- 1991
190. Colleges Working with Industry. FEDA Paper.
- Author
-
Further Education Development Agency, London (England). and Hughes, Maria
- Abstract
This handbook, which is intended for individuals involved in program evaluation and improvement at British further education (FE) colleges, contains strategies and materials to help colleges work with industry to make their programs better able to build the skills and knowledge of their local communities. The first two sections offer rationales for making FE more responsive to the training needs of local business and industry and conducting a program audit. Presented in section 3 are 17 case studies that illustrate innovative programs and practices designed to establish/improve links between FE and business/industry and making FE programming more accessible and responsive to local employers. Section 4 lists key points for FE colleges regarding the following: managing the school-business interface; partnerships; flexibility and responsiveness; staffing; curriculum development; and National Vocational Qualifications development. The process of conducting an industry links audit and potential benefits of such audits are examined in section 5. The last section of the handbook is a 14-page audit tool to help FE colleges working with industry assess the following aspects of program development/improvement: strategic planning/policy development; management and coordination; marketing; image/ethos; curriculum planning, design, and delivery; monitoring and evaluation; resources; and costing/pricing and finance. (MN)
- Published
- 1996
191. Lifelong Learning on the Knowledge Highway. Access to Lifelong Learning Opportunities on Canada's Information Highway. A Background Paper.
- Author
-
Human Resources Development Canada, Hull (Quebec). Office of Learning Technologies. and Faris, Ron
- Abstract
This report examines access to lifelong learning opportunities on Canada's information highway. The report begins with a glossary and a learner-centered model in which the information highway links learners with learning opportunities provided through educational institutions, community organizations, government, and business and industry. Presented next is an overview of the economic, technological, social, and education and training-related factors that have led to recognition in Canada and worldwide of the leading role that lifelong learning must play in preparing individuals for the competitive, information-based global economy of the 21st century. The following three challenges facing Canada as it develops a lifelong learning system are discussed: (1) economic and social restructuring; (2) situational, dispositional, and institutional barriers to lifelong learning; and (3) learning models in response to new learning technologies. Trends and best practices in lifelong learning, the formal education sector, and nonformal education sector are reviewed. Next is a "made in Canada" response to the challenges. Included in the response are a conceptual framework and goals for lifelong learning in Canada. Appended are the following: barriers to learning identified in a 1982 survey; goal summary of a lifelong learning framework; overview of lifelong learning in the formal and nonformal sectors; and selected bibliography. Contains 39 references. (MN)
- Published
- 1995
192. Student Attitudes to Learning Modern Languages in the 1980s. Data from Nuffield Modern Languages Inquiry, 1986. Occasional Papers, 36.
- Author
-
Southampton Univ. (England). Centre for Language Education. and Meara, Paul
- Abstract
Results of a survey of college and university students of modern languages in Great Britain are presented in three separate reports. The first concerns current classroom practice in language teaching, including how students spend their time on language-related activities (e.g., attending lectures in a foreign language, doing translations, using a computer or language laboratory) within and outside language classes. A wide range of responses was received, suggesting little clear pattern. Students were also asked which activities they found most useful and enjoyable. The second report presents student attitudes about what skills language graduates should have (e.g., converse with near-native fluency, pick up topical or cultural allusions, read specialist material), and how they themselves meet those criteria. Results indicate a low level of agreement about needed skills and a high level of students complacency about their own language capabilities. Few saw literature or linguistics as features of an ideal modern language program. The third reports addresses the content and perceived value of a year of study abroad, including how the study period was arranged, how it was spent, patterns of foreign language use, cultural knowledge gained, and other personal benefit. (MSE)
- Published
- 1995
193. Politics and Change in Research in Applied Linguistics. Occasional Papers, 28.
- Author
-
Southampton Univ. (England). Centre for Language Education. and Rampton, Ben
- Abstract
A discussion of recent research trends in British applied linguistics looks at the way in which social processes, sociology, anthropology, and media studies appear to have replaced pedagogy, linguistics, and psychology as major areas of investigation. In examining this trend, two models of literacy (autonomous and notional) are examined and extended to other branches of applied linguistics. A shift from autonomous to ideological is then traced as it relates to two relatively recent political processes: (1) a series of government initiatives in language education in the late 1980s, including a model of the English language for use in schools and development of a national curriculum, and (2) a more general redefinition and critique of liberalism. Four possible directions are envisioned for applied linguistics research in such an emerging political order, characterized by free market economics and cultural authoritarianism: service to the state; competition in the market; independent analysis and critique; and new social movements. Implications of these directions for applied linguistics in general, and for new Ph.D.'s in particular, are examined. (MSE)
- Published
- 1994
194. The Use of Portable Computers with Dyslexic Students. Occasional Papers 26.
- Author
-
Southampton Univ. (England). Centre for Language Education. and Price, Geraldine
- Abstract
This British study evaluated the effectiveness of use of individual portable computers by seven students (from elementary through college age) having severe specific learning difficulties or dyslexia. The study also examined the impact of the machines on pupils' levels of independence and the practicalities of using the machines. This report describes the project's objectives and management, criteria for selection of students, and student preparation and machine set-up. Use of the computers was analyzed in terms of frequency of use and diversity of use. Emphasized throughout the project was student control of machine use. Frequency of use was sometimes limited by the machines' weight, as well as by individual student personality and group dynamics. Diversity of use was somewhat dependent upon the student age and type of written work expected at different stages in the educational setting. The study found that students improved substantially in their notetaking skills, attitudes toward work, attitudes toward spelling, writing skills, and keyboarding skills. Other changes included increased independence in learning style. Minimal organizational accommodations were required of the schools involved. Factors determining success of such a project are noted, along with implications of the project in terms of the relationship of computers to teaching style, handwriting in the National Curriculum, and requirements for "written" assessment. (Contains 22 references.) (DB)
- Published
- 1994
195. A Focus for Human Resource Management in Further Education. Mendip Papers, MP 069.
- Author
-
Staff Coll., Bristol (England). and Betts, Andrew
- Abstract
A study was done to explore the role of senior and middle managers in British Further Education (FE) about a year after these institutions had been incorporated and gained their independence from local funding authorities. The research examined administrator attitudes at a large broadly based urban college providing a wide range of educational and training opportunities and at a smaller, more rural college with a typical range of courses and in the process of developing a center for performing arts. Comparison of the views of senior and middle managers revealed a mixture of different perceptions, opinions and attitudes as well as different institutional responses to change under the new conditions. A critical area of change identified was that senior managers are now responsible for understanding and shaping the organizational culture. The analysis also found that institutions are being challenged to become "thinking organizations" where innovation is supported. Further the data suggest that the challenge may be to release managers from functionalism, to open up the strategic dimension of each manager's work and encourage new ideas about the future. A diagram of the McKinsey framework used in the data analysis is included. (Contains 28 references.) (JB)
- Published
- 1994
196. 'Knowledge about Language,' Language Learning, and the National Curriculum. Final Report. Occasional Papers, 19.
- Author
-
Southampton Univ. (England). Centre for Language Education. and Mitchell, Rosamond
- Abstract
The report summarizes a British research project, part of a larger initiative on educational quality, concerning the extent of secondary students' knowledge about the nature of language, native and foreign, alongside development of practical language skills. The main study was an empirical investigation of the teaching of English and foreign languages at year 9 in three schools. It documented teachers' beliefs and practices with regard to knowledge about language (KAL) and the current state of year 9 pupils' knowledge in five areas (language as a system, language learning/development, language variation by use and by user, language change). The pupils' use of KAL in language performance and the relationship between their developing understanding of language and language learning were also studied. Results of another study were also re-analyzed for data concerning these issues at year 7. Overall, the project revealed substantial levels of KAL-related activity in English and foreign languages within the schools, and some suggestions of its positive contribution to learning, especially in writing. It is concluded, however, that given the fragmented and episodic nature of mush KAL work, its full potential contribution to pupils' development as language users is not being realized. Suggestions for improvement are made. (MSE)
- Published
- 1994
197. Vocational Qualifications and SLDD Learners--A Work Based Learning Approach. Mendip Papers. MP 072.
- Author
-
Staff Coll., Bristol (England). and Levy, Margaret
- Abstract
This report examines how the "good practice" model of work-based learning (WBL) and its tools can be used with students having learning difficulties and disabilities. The model is a partnership model involving three prime partners: production professionals (employers), learning professionals (trainers and teachers), and the worker-learners. Although developed for use in the workplace, the model can be used with full-time students in settings which involve work experience or practical assignments. The way that the model addresses the need for vocational qualifications is briefly outlined. Various learning routes available in the community are listed and the specific functions of the learning professional in guiding the process are explained. Eight appendices include: a definition of WBL, the Individual Development Plan, a list of strategies for structuring learning in the workplace, the job competence model, the WBL core skills, an assessment matrix, and suggested resources and references. (Contains 12 references with annotations.) (DB)
- Published
- 1994
198. Observing Teaching. SEDA Paper 79.
- Author
-
Staff and Educational Development Association, Birmingham (England). and Brown, Sally
- Abstract
This publication offers practical support to those in British higher education implementing the Observation of Teaching governmental directives. It provides discussion of key issues as well as a range of materials on how to carry out teaching observation including 23 checklists. The materials are grouped in four main areas: general issues, self assessment, peer assessment, and student observation. The chapters are as follows: (1) "Editorial" (Sally Brown and Gareth Jones); (2) "Observing Teaching" (Stewart Rawnsley); (3) "Ways of Observing: Comment" (Gareth Jones); (4) "Observing Teaching: Issues and Outcomes" (Sally Brown, Clive Colling); (5) "Observing Teaching in Other Contexts" (George Brown); (6) "What To Do Before the Session: Some Guidance on Observation of Teaching in Higher Education" (Gareth Jones); (7) "Self Assessment: Reflecting on Your Own Teaching: Observation Checklists 2-6" (Graham Gibbs); (8) "Watching Yourself Teach and Learning from It" (Tony Claydon and Liz McDowell); (9) "Observing Teaching in Higher Education" (Sally Brown); (10) "Peer Assessment: Checklists 7-20, Giving and Receiving Feedback, Developing an Observation Schedule"; (11) "Observation of Teaching: Guidelines for Observers and Observed, Observation Checklist 21" (Hazel Fullerton); and (12) "Student Observation: Checklists 22 and 23." The thirteenth chapter is an annotated bibliography containing nine references. (JB)
- Published
- 1993
199. Numeracy. Viewpoints: A Series of Occasional Papers on Basic Education. 16.
- Author
-
Adult Literacy and Basic Skills Unit, London (England). and Adult Literacy and Basic Skills Unit, London (England).
- Abstract
The six articles in this issue tackle topics that relate to the role and function of numeracy in adult life. "Reading Comprehension in Written Mathematics Problems" (Sue Wareham) examines the levels of reading ability required of numeracy students and offers strategies to help students with limited reading skills. "Can Ordinary People Do Real Maths?" (Joan O'Hagan) tackles the issue of "real" math through a review of historical, philosophical, and cultural perspectives on the nature of mathematics and considers the consequences for tutors and students. "Numeracy: A Core Skill or Not?" (George Barr) reviews the place of numeracy within recently established core skills frameworks. "Sorting Out Statistics: Confessions of a Numeracy Tutor" (Sarah Oliver) considers the place of statistics in life and in the curriculum. "Learning Contracts in Higher Education: Towards Confidence in Developing Numeracy Skills" (Ian Beveridge, Gordon Weller) describes the development of numeracy support for Access (a program which attracts a lot of single parent mothers, housewives with older children, and non-mainstream groups) and higher education students at Luton College, England. "Effective Provision of Literacy and Numeracy Instruction for Long-Term Unemployed Persons" (Joy Cumming), an article that reviews the provision of employment-related courses in Australia, evaluates the features of good practice in both literacy and numeracy, and considers the most effective approaches in developing numeracy skills. (YLB)
- Published
- 1993
200. Family Literacy. Viewpoints: A Series of Occasional Papers on Basic Education. 15.
- Author
-
Adult Literacy and Basic Skills Unit, London (England). and Adult Literacy and Basic Skills Unit, London (England).
- Abstract
The six articles in this issue attempt to answer questions that have arisen due to the increase in programs that cross existing or traditional age barriers in literacy education. They draw upon recent and current research and practice both in the United Kingdom and the United States. "Family Literacy: An Intergenerational Approach to Education" (Sharon Darling) describes and comments on some current models for family literacy programs in the United States. "Intergenerational Literacy Intervention: Possibilities and Problems" (Peter Hannon) starts from research into school reading attainment and offers a framework for parental involvement in reading acquisition. "Workforce Education, Family Literacy, and Economic Development" (Thomas Sticht) places family literacy in the context of the needs of the work force and examines the interrelationship of literacy acquisition in these different areas. "Parent Involvement in Family Literacy: An Anti-Poverty Perspective" (Ray Phillips) traces the development of parent involvement initiatives against the background of broader social and policy change in the British/European context. "Techniques in Family Literacy" (Keith Topping) looks at specific techniques for parental intervention in basic skills acquisition by children, including paired reading, cued spelling, and paired writing. "A Typology of Family and Intergenerational Literacy Programmes: Implications for Evaluation" (Ruth Nickse) explores issues of evaluation by seeking to establish a typology of family literacy programs. (YLB)
- Published
- 1993
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