Search

Since the formation of a coalition government in May 2010, there have been substantial changes in government policies relating to the education system in England and Wales. The previous Labour administration strengthened education in food and nutrition and promoted healthy eating in schools. The National Curriculum relating to food technology states what pupils should learn, making reference to practical cooking skills, food safety and hygiene and nutrition and healthy eating. This remains a statutory requirement. The Comprehensive Spending Review (CSR), announced in October 2010, meant that substantial financial cuts would be made across government, including the Department for Education. A huge swathe of quangos has already been cut, including the Qualifications and Curriculum Development Agency (QCDA) and the National Healthy Schools Programme (NHSP). The School Food Trust (SFT) has faced budget cuts, and further massive savings will come from the scrapping of Building Schools for the Future (BSF). The White Paper and Education and Children's Bill will provide greater freedom for schools and academies to determine their own curriculum, length of the school day and lesson times. David Cameron's vision of a 'Big Society' will require greater collaboration from a wide range of organisations, including industry and charitable organisations to support high quality education in food and nutrition in schools. Individual Headteachers will be freed to make decisions at a local level. This will leave individual schools with greater decision making and funding responsibility. [ABSTRACT FROM AUTHOR]

Objective: The objective of this study is to describe the collaborative development of a rehabilitation guide for people living with human immunodeficiency virus (HIV) which was adapted from an online resource for clinicians. Methods: We adapted a comprehensive evidence-informed online clinical resource for people living with HIV using a three-phase participatory process. In Phase 1, we interviewed 26 clinicians and 16 people living with HIV to gather recommendations on how to adapt and format the content to benefit people living with HIV. In Phase 2, we adapted the patient education resource using the recommendations that emerged from Phase 1. Phase 3 consisted of comprehensive stakeholder review of the revised resource on the adaptability, usability, communicability, and relevance of the information. Stakeholders participated in an interview to obtain in-depth information on their perspectives. Transcribed interviews underwent qualitative content analysis. Results: Stakeholders indicated that the e-guide had utility for people living with HIV, community HIV service organizations, and care providers. Conclusion: Engaging people living with HIV resulted in a more relevant and meaningful resource that incorporated patients’ values, needs, and preferences. Implications: Involving multiple stakeholders and user groups in the adaptation and evaluation of online patient education resources can assist in meeting patients’ needs through increasing the relevance, organization and presentation of the content, and incorporating patients’ values and needs. Implications for Rehabilitation: Online patient education resources should be adapted in order to maximize relevance and meaningfulness to patients. Involving multiple stakeholders in the adaptation and evaluation of online patient education resources can assist in meeting patients’ needs. Involving multiple stakeholders increases the relevance, organization and presentation of the content and allows the incorporation of patient values and needs. This collaborative approach with an emphasis on meaningful participation of patients and community may be of interest to others interested in promoting knowledge translation. [ABSTRACT FROM AUTHOR]

The article presents the Nuffield Science Teaching Project and its implications for the school science curricula in Great Britain. The project, which has been spearheaded by expert science teachers, is aimed at innovating science curriculum towards optimum knowledge development for students and science practitioners as well. The science disciplines being pioneered for the project were biology, physics, and chemistry, known as Nuffield Chemistry for chemical discipline. The project was introduced in 1962 to a group of more intellectually able students and its effectiveness was observed until 1982. It was found that in 1970, the publication of Nuffield Chemistry played major impact on chemical education, making chemistry teaching more practically-based.