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Purpose: The aim of this paper is to examine the provision of education and training programmes for young people in Scotland for work and lifelong learning within the context of the skills ecosystem approach adopted by the Scottish Government. Design/methodology/approach: The research drew upon findings from a large EU-funded multi-country project which ran from 2016 to 2019 that comprised experiences and perspectives with young people who were affected by these programmes as well as the managers and practitioners tasked with delivering them. The work was conducted in Aberdeenshire and Glasgow and included in-depth interviews with young people and programme managers and practitioners. Findings: The research showed that there is a gap between the rhetoric of the intentions of the policies and how those involved at ground level experience the programmes enacted under policies which draw on a skill ecosystem approach. Whilst there was public funding for training, it was not clear from the enactment of the relevant policies where employers' responsibilities lie. Locating the findings in the skills ecosystem model highlights the weak engagement of employers in their pivotal role in the education and training system and the resulting increased precarity of the young people's futures. Research limitations/implications: The paper sheds light on the shape of education and training provision in Scotland, the range of participants engaged in the provision and the commitment of providers in comparison to policy language and intentions. Originality/value: Through the skill ecosystem approach, this paper draws together policy narratives and the experiences of young people. [ABSTRACT FROM AUTHOR]

Individual academic achievement is highly valued in Chinese society, with vocational education students positioned at the bottom of the educational hierarchy and suffering considerable societal prejudice. In this paper we present new findings from the choice-making experiences of students in two vocational education colleges in China, how they are perceived by their teachers, and how, in the context of their negatively-stereotyped status, they perceive themselves. Drawing on the Marxist notion of false consciousness to help understand the agency of these students, we found that almost all perceived themselves as being agentic and having control over their destiny. They felt they only had themselves to blame for the stereotyping to which they were subjected. One student had not adopted this mindset and was critical of the exam system. We argue that the perceived agency of the majority of the students resonates strongly with the neoliberal values which are associated with responsibilisation, and which have been encouraged in China since the 1970s with the beginning of the Reform Era. The evidence from our study also suggests, however, that it is possible for young people , by their own efforts, to move away from the state of false consciousness. [ABSTRACT FROM AUTHOR]

Purpose: This study was designed with the aim of providing practitioners with an evidence base to inform their clinical decision making as to when cycloplegic retinoscopy is necessary and when it might be appropriate to forgo. The study aimed to determine the age at which there ceases to be a clinically significant difference between cycloplegic and non‐cycloplegic retinoscopy and whether age, refractive error, habitual spectacle wear and accommodation influence the relationship. Methods: A single examiner carried out cycloplegic and non‐cycloplegic retinoscopy on 128 children stratified into four age groups (6–7, 8–9, 10–12 and 12–13 years). Cycloplegia was achieved using 1% cyclopentolate and retinoscopy carried out after 30 min. The examiner was masked to the lenses used and to habitual spectacle wear. Accommodation was assessed using dynamic retinoscopy prior to cycloplegia. Results: Cycloplegic and non‐cycloplegic sphere differed significantly (z = −9.18, p < 0.0001). Although the difference decreased significantly as age increased (χ2 = 16.57, p = 0.0009), cycloplegic retinoscopy revealed more hyperopia than non‐cycloplegic retinoscopy in all age groups (p < 0.0001). The difference between cycloplegic and non‐cycloplegic results was greater where 'high' hyperopia (≥+2.50DS) was present (F1,6 = 12.86, p = 0.0005), and as hyperopia increased the difference increased (Spearman's ρ = 0.55, p < 0.0001). Neither spectacle wear (p = 0.74) nor accommodation (p = 0.08) influenced the difference between spherical measures. Measures of astigmatic error did not differ significantly (z = −1.59, p = 0.11). A non‐cycloplegic sphere ≥+1.50DS was relatively sensitive (87%) and specific (96%) at indicating clinically significant hyperopia (≥+2.50D) as revealed by cycloplegic retinoscopy. Conclusions: Cyclopentolate 1% does not impact the cylindrical component of the retinoscopy result, but reveals significantly more hyperopia in the spherical component, both statistically and clinically in children aged 6–13 years. Differences between cycloplegic and non‐cycloplegic sphere increase significantly with increasing hyperopia, independent of spectacle wear and accommodation. A non‐cycloplegic retinoscopy result of ≥+1.50DS may be used by practitioners wishing to identify children aged 6–13 years at risk of clinically significant hyperopia (≥+2.50DS), but cycloplegia is required to accurately ascertain the full spherical error. [ABSTRACT FROM AUTHOR]

Purpose: To survey a large number of UK‐based optometrists, in a variety of settings, to determine current attitudes relating to the use of cycloplegia and spectacle prescribing in children aged ≤11 years. Methods: One thousand randomly selected members of the College of Optometrists (UK) were invited to complete an electronic questionnaire. The questionnaire was comprised of 42 questions relating to respondent demographics, practitioner use of cycloplegia and attitudes to using cycloplegia to assess childhood refractive error and prescribing spectacles for children aged ≤11 years. Results: Three hundred and eleven practitioners (31%) completed the questionnaire. Practitioners agreed that they are confident carrying out cycloplegic refraction (60%) and instilling cyclopentolate (77%); are not concerned about the time the procedure takes (69%); feel parents are receptive to its use (65%) and are not discouraged by side effects (72%). Most practitioners agreed that they would carry out a cycloplegic refraction in pre‐school children (aged 2–4 years) at their first eye exam (34% vs 27%), but would not carry out a cycloplegic refraction in a child of school age (5–7 years: 25% vs 47%, 8–11 years: 12% vs 45%). More recently qualified practitioners are more likely to be proactive in using cycloplegia (Mann‐Whitney, p = 0.003). Community practitioners prescribed at slightly lower levels of ametropia in non‐strabismic children than those working in a hospital setting both in the present study and in comparison to previously published hospital optometry values, particularly for hyperopia at 1 year of age. Conclusions: This is the first study to report practitioner use of cycloplegia and attitudes to using cycloplegia to assess childhood refractive error and prescribing spectacles for children in a large number of UK‐based optometrists practising in a variety of settings. The majority of practitioners responded in a positive manner to the use of cycloplegia and reported patterns of use which adhere closely to available professional guidance. However, outcomes indicate practitioners may appreciate more comprehensive evidence‐based resources to inform their decision‐making relating to use of cycloplegia in paediatric examination. [ABSTRACT FROM AUTHOR]

Purpose To evaluate the intra- and inter-examiner repeatability of cycloplegic retinoscopy in young children aged 4-5 years old. Methods Examiner 1 refracted all children in the first sample ( n = 108); firstly with masked loose lenses, then using unmasked loose lenses (intra-examiner repeatability). Examiners 1 and 2 refracted all children in the second sample ( n = 97) using unmasked loose lenses, blind to the child's refractive error, presence/magnitude of habitual spectacle correction and to each other's findings (inter-examiner repeatability). Refractions were performed on one eye chosen at random. Mean differences, 95% limits of agreement ( LOAs) and confidence intervals were calculated for intra- and inter-examiner repeatability of sphere, cylinder and spherical equivalent refraction ( SER). Results Participants had a wide range of refractive errors (−1.50 DS to +7.25 DS; ≥4.50 DC). Mean differences (95% LOAs) were small for both intra- and inter-examiner repeatability [Intra: Sphere 0.00D (−0.85, +0.85D), Cylinder −0.03D (−0.68, +0.62D), SER −0.06D (−0.90, +0.78D); Inter: Sphere −0.08D (−0.92, +0.76D), Cylinder −0.08D (−0.75, +0.59D), SER −0.13D (−0.95, +0.69D). A statistically significant proportional bias was present for intra-examiner repeatability of cylinder (ρ = 0.20, p = 0.04) and SER measurement (ρ = 0.19, p = 0.049). Proportional bias was not present for any other measure ( p > 0.12). Examiners agreed on cylinder axis within ±20° in 71% of refractions where astigmatism of −0.75D or higher was present. 80% of intra- and inter-examiner measures fell within ±0.50D for spherical and cylindrical components. Conclusions Differences of ±1.00D and ±0.75D or more for spherical and cylindrical measures respectively can be considered significant when performing cycloplegic retinoscopy on young children. [ABSTRACT FROM AUTHOR]

In this paper, the authors seek to disentangle what they see as contradictory uses of the term 'professionalisation' with reference to adult educator development and training (AEDT). They set out to distinguish professionalisation from professionalism, and to identify the locus of control of AEDT in Germany, the UK and India. In these three countries, all of which have a long tradition of adult education, 'professionalisation' and 'professionalism' are used interchangeably to describe conflicting purposes. The authors aim to identify and critically explore the organisations and policies which control and support AEDT in their own countries using American sociologist Eliot Freidson's 'third logic' model, and drawing on his juxtaposition of 'professions', 'the market' and 'bureaucracy'. Applying Freidson's models to the organisations highlights the role of bureaucracy and that where adult education is concerned, national governments, the European Union and aid organisations not only serve bureaucracy but also support the market rather than operating separately from it. While the term 'professionalisation' continues to be used to mean professional development, either by adult educators and representative organisations (as in the UK) or by organisations acting on their behalf (as in Germany and India), it is also used to denote regulation and standardisation issuing from bureaucratic institutions and adult education provider organisations in the interests of the market. The authors suggest that Freidson's model provides a useful tool for adult educators in other countries to reflect on their professional position and to engage in the development of their own professional standards, both in their own interests and in the interests of those they educate. [ABSTRACT FROM AUTHOR]

As Arbo and Benneworth (2007) have alerted us, higher education institutions are now expected not only to conduct education and research, but also to play an active role in the development of their economic, social and cultural surroundings. They call this the ‘regional mission’ of HEIs. This paper is concerned with cultural engagement. Research on universities’ cultural engagement in their regions and the impact of that engagement is still in its infancy, partly because there are different understandings of ‘culture’ and of what ‘engagement’ entails. In this paper, qualitative data from the reports of mixed teams of academics and regional administrators involved in a large international project designed to improve universities’ regional engagement are analysed and discussed. The on-going study — PASCAL Universities' Regional Engagement (PURE) — investigates the role of HEIs in their regions across in a variety of fields such as the economy, community development, the environment and others. This article analyses the data from the study to identify the different perspectives universities and regions have of cultural engagement. The aim here is to demonstrate the value of PURE in facilitating the development of mutual understanding both between universities through a common language and between universities and their regions in respect of mutual expectations. For example, particularly difficult to de-construct is universities’ engagement with disadvantaged communities (Doyle, 2007) but Powell's (2009) work suggests that universities might engage more broadly and effectively ‘through better knowledge sharing and co-creation with business and community partners’ to become ‘real drivers of creative change in developing socially inclusive projects’. Others have written about the educational role of universities in developing a ‘lifelong learning culture’ in their region (European Universities’ Charter on Lifelong Learning, 2008). [ABSTRACT FROM AUTHOR]

‘Personalised learning’ and the value of national assessment data in achieving it have been identified by the UK Secretary of State for Education and Skills as essential for raising educational standards. Employing multilevel analysis, this paper compares children’s end of primary school (Key Stage 2) test scores with those they achieved in comparable test papers taken in each term of their first year of secondary school. The paper questions the reliability of national assessment data in respect of the performance of individual children, their predictive validity and thus their value in contributing to the provision of ‘personalised learning’. [ABSTRACT FROM AUTHOR]

Purpose: To compare real‐world measures of illumination obtained with the Actiwatch‐2 and Clouclip‐M2 with 'gold standard' photometry measures and to evaluate the ability of Actiwatch‐2 to correctly identify photometer‐defined conditions: scotopic (≤0.01 lux), mesopic (0.02–3 lux), indoor photopic (>3–1,000 lux) and outdoor photopic (>1,000 lux); and Clouclip to correctly identify photometer‐defined conditions within its operating range (>1 lux). Inter‐device reliability of Clouclip for illumination and viewing distance measures was also investigated. Methods: A Hagner‐S2 photometer was used as reference. Measures of illumination were obtained from a range of real‐world conditions. To investigate inter‐device reliability, five Clouclips were simultaneously exposed to varied light conditions and object distances. Results: Strong correlations existed between illumination measured with the photometer and both Actiwatch‐2 (ρ = 0.99, p < 0.0001) and Clouclip (ρ = 0.99, p < 0.0001). However, both devices underestimated illumination compared to the photometer; disparity increased with increasing illumination and was greater for Actiwatch‐2 than Clouclip measures. Actiwatch‐2 successfully categorised illumination level (scotopic, mesopic, indoor and outdoor photopic) in 71.2% of cases. Clouclip successfully categorised illumination levels as scotopic/mesopic (≤3 lux) and indoor and outdoor photopic in 100% of cases. Mean differences and limits of agreement (LOA) were 430.92 ± 1,828.74 and 79.35 ± 407.33 lux, between the photometer and Actiwatch‐2 and photometer and Clouclip, respectively. The Intra‐class Correlation Coefficients for illumination and viewing distance measured with five Clouclips were 0.85 and 0.96, respectively. Conclusion: These data illustrate that different Clouclip devices produce comparable measures of viewing distance and illumination in real‐world settings. Both Actiwatch‐2 and Clouclip underestimate illumination in the field compared to gold standard photometer measures. The disparity increases at higher levels of illumination and the discrepancy was greater for Actiwatch‐2 measures. For researchers interested in categorising light exposure, Clouclip classifies illumination levels >2 lux more accurately than Actiwatch‐2 but cannot discriminate between scotopic and low mesopic light. [ABSTRACT FROM AUTHOR]

Purpose: Controversy exists regarding the influence of peripheral visual experience on the onset and progression of childhood myopia. This longitudinal, observational study evaluated the relationship between relative peripheral refraction (RPR) and changes in refractive error and axial length (AL) over 12 months in White children aged 6–7 and 12–13 years with a range of baseline refractive errors. Methods: Cycloplegic baseline autorefraction at horizontal retinal eccentricities of 0° and ±30° were recorded with the Shin‐Nippon NVision‐K 5001 while AL was measured using the Zeiss IOLMaster 700. Measurements were repeated after 12 months on a subgroup. Refractive data were transposed into power vectors as mean spherical equivalent (M), J0 and J45. RPR was calculated by subtracting central from peripheral measurements. Participants were defined as myopic (M ≤ −0.50 D), premyopic (−0.50 D < M ≤ +0.75 D), emmetropic (+0.75 D < M < +2.00 D) or hyperopic (M ≥ +2.00 D). Results: Data were collected from 222 and 245 participants aged 6–7 and 12–13 years, respectively. Myopic eyes demonstrated, on average, more hyperopic RPR. Emmetropes and premyopes displayed emmetropic RPR, and hyperopes showed a myopic RPR. Fifty‐six 6‐ to 7‐year‐olds and seventy 12‐ to 13‐year‐olds contributed 12‐month repeated measures. Longitudinal data demonstrated a significant relationship between a more hyperopic RPR in the nasal retina and greater short‐term axial elongation in teens with myopia at baseline (β = 0.69; p = 0.04). Each dioptre of relative peripheral hyperopia in the nasal retina was associated with an additional 0.10 mm (95% CI: 0.02–0.18 mm) annual increase in AL. Conclusions: Hyperopic RPR in the nasal retina of myopic children is indicative of increased risk for rapid axial elongation and may be a useful metric to support decision‐making in myopia management. [ABSTRACT FROM AUTHOR]

Individuals with Down syndrome (DS) often exhibit hypoaccommodation alongside accurate vergence. This study investigates the sensitivity of the two systems to retinal disparity and blur cues, establishing the relationship between the two in terms of accommodative-convergence to accommodation (AC/A) and convergence-accommodation to convergence (CA/C) ratios. An objective photorefraction system measured accommodation and vergence under binocular conditions and when retinal disparity and blur cues were removed. Participants were aged 6-16 years (DS n = 41, controls n = 76). Measures were obtained from 65.9% of participants with DS and 100% of controls. Accommodative and vergence responses were reduced with the removal of one or both cues in controls (p < 0.007). For participants with DS, removal of blur was less detrimental to accommodative responses than removal of disparity; accommodative responses being significantly better when all cues were available or when blur was removed in comparison to when proximity was the only available cue. AC/A ratios were larger and CA/C ratios smaller in participants with DS (p < 0.00001). This study demonstrates that retinal disparity is the main driver to both systems in DS and illustrates the diminished influence of retinal blur. High AC/A and low CA/C ratios in combination with disparity-driven responses suggest prioritisation of vergence over accurate accommodation. [ABSTRACT FROM AUTHOR]

This report describes development of spherical equivalent refraction (SER) and axial length (AL) in two population-based cohorts of white, European children. Predictive factors for myopic growth were explored. Participants were aged 6–7- (n = 390) and 12–13-years (n = 657) at baseline. SER and AL were assessed at baseline and 3, 6 and 9 years prospectively. Between 6 and 16 years: latent growth mixture modelling identified four SER classes (Persistent Emmetropes-PEMM, Persistent Moderate Hyperopes-PMHYP, Persistent High Hyperopes-PHHYP and Emerging Myopes-EMYO) as optimal to characterise refractive progression and two classes to characterise AL. Between 12 and 22-years: five SER classes (PHHYP, PMHYP, PEMM, Low Progressing Myopes-LPMYO and High Progressing Myopes-HPMYO) and four AL classes were identified. EMYO had significantly longer baseline AL (≥ 23.19 mm) (OR 2.5, CI 1.05–5.97) and at least one myopic parent (OR 6.28, CI 1.01–38.93). More myopic SER at 6–7 years (≤ + 0.19D) signalled risk for earlier myopia onset by 10-years in comparison to baseline SER of those who became myopic by 13 or 16 years (p ≤ 0.02). SER and AL progressed more slowly in myopes aged 12–22-years (− 0.16D, 0.15 mm) compared to 6–16-years (− 0.41D, 0.30 mm). These growth trajectories and risk criteria allow prediction of abnormal myopigenic growth and constitute an important resource for developing and testing anti-myopia interventions. [ABSTRACT FROM AUTHOR]