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The ‘independent learner’ is a key construct within discourses of educational policy and practice in the UK. Government policy statements stress the importance of developing learner independence, and higher education pedagogical practices tend to rest on the assumption that students are independent learners. This paper draws on research with undergraduate students in a post-1992 university to offer a critical appraisal of the discourse of the independent learner. The paper examines students’ perceptions of independence in both their first year of undergraduate study, and in the later years of their degree courses. Support for learning and issues related to asking for help are discussed. Whilst students tend to both expect and want to be independent, it is suggested that dominant constructions of the independent learner are gendered and culturally specific, and as such are inappropriate for the majority of students in a mass higher education system. [ABSTRACT FROM AUTHOR]

It is common to find final or near final year undergraduate Information Technology students undertaking a substantial development project; a project where the students have the opportunity to be fully involved in the analysis, design, and development of an information technology service or product. This involvement has been catalyzed and prepared for during their previous studies where the students have been told and shown how to develop similar systems. It is the belief that only through this 'real' project do they get the chance to experience something similar to what is expected of them when they embark on their chosen profession; that is, as an information technology professional. The high value of 'near real life' educational experience is recognized by many universities across the globe. The aim of this paper is to present examples from three countries - Australia, United Kingdom and South Africa, of the delivery of these team, capstone or industrial experience projects; their curricula and management processes. Academics from institutions in each of the countries share experiences, challenges and pitfalls encountered during the delivery of these information technology projects within their institutions. An overview of each institution's strategies is provided and highlights specific issues such as the selection of projects, allocation of teams to projects, legal requirements, assessment methods, challenges and benefits. The pedagogies presented here are not exhaustive; however, the three institutions do have in common the implementation of a combination of constructivism with a community of practice approach in delivering the project unit. The three universities recognize the need for industrial experience and learning of applied skills, and therefore make these projects a compulsory part of the curriculum. The projects tend to be real life business problems which are solved over a period of two semesters, and in the case of Cape Town it could be two consecutive years of two semesters each. These projects tend to involve practical development (for example databases and web sites). The process of project-to-team allocation is generally similar in all cases. Despite their differences, team work related problems are quite similar in all three cases presented, and seem to appear as a result of team work complexity, and the number of stakeholders involved. The intention of this paper is not to propose solutions to these problems (as these would be context dependent), but to draw the attention to the main problem categories for similar schemes, these are; • project selection, • management of students, • management of academic staff, • student team motivation, • equality and diversity, • passengers, and • assessment. Furthermore, it is not the intention of the authors to portray one approach as better than another, however, the approaches are representative of how team projects are being delivered across the globe, and in particular, in the contributing institutions. It is hoped that the assimilation and dissemination of information regarding the various approaches presented will nurture further discussion, and open communication across the globe with the view to enhancing the teaching and learning experience of such projects. [ABSTRACT FROM PUBLISHER]

Background: There is a global need to expand palliative care services to reach the increasing number requiring end of life care. In developing countries where the incidences of cancer are rising there is an urgent need to develop the palliative care workforce. This paper reports on a UK Department for international development (DFID) initiative funded through the Tropical Health Education Trust (THET) where palliative care staff, both clinical and academic, volunteered to help to develop, support and deliver a degree in palliative care in sub-Saharan Africa. The objective of the study was to explore the personal impact on the health care professionals of being part of this initiative.Methods: An evaluation approach using a confidential electronic survey containing quantitative and qualitative questions was distributed to all 17 volunteers on the programme, three months after completion of the first cohort. Data were analysed using descriptive statistics and content thematic analysis. Ethical review deemed the study to be service evaluation.Results: 82 % (14) responded and several themes emerged from the data including the positive impact on teaching and educational skills; clinical practice and finally personal development. Using a score of 1-10 (1-no impact, 10 maximum impact) 'Lifestyle choices - life work balance' (rating 7.83) had the most impact.Conclusions: This approach to supporting the development of palliative care in Sub-Saharan Africa through skill sharing in supporting the delivery of a degree programme in palliative care was successful in terms of delivery of the degree programme, material development and mentorship of local staff. Additionally, this study shows it provided a range of positive impacts on the volunteer health care professionals from the UK. Professional impacts including increased management skills, and being better prepared to undertake a senior role. However it is the personal impact including lifestyle choices which the volunteers reported as the highest impact. Interestingly, several of the faculty have joined other volunteer programmes to continue to support the international development of palliative care. [ABSTRACT FROM AUTHOR]

If the recent revival in academic interest in Lenin's theory has overlooked his few writings on education, this may be because they appear to offer so little. This paper seeks to rectify this oversight. Whilst acknowledging that Lenin's educational offerings are thin, it is proposed that those on the left in the Twenty-First Century might profitably revisit Lenin's arguments regarding the class character of education, and apply the lessons to contemporary conditions. In this regard particular attention will be paid to the UK. That those even on the radical left in Britain who disavow 'political' intervention in schooling might take a lesson from, of all people, Lenin, seems to challenge credulity. But, it is argued, they should, and so might usefully understand Lenin's appreciation of the truth that all education is Political. Taking as a focus, Lenin's pre-1917 critiques of bourgeois education, this paper argues that they constitute a relevant source for discussion of curriculum, 'discipline' and the orientation of schooling towards the workplace. The distinctiveness of Lenin's position within the Bolshevik faction in the wake of 1905 can be seen as in part to do with his approach towards longer term changes in consciousness a propos public pedagogy as much as in relation to revolution. Lenin's materialist realism set him against the educational strategies of the vperedists; yet, in retrospect, was theirs the more realistic view? The lessons of this rift relate to the relative importance of schooling, its content and structures, for the construction of socialism. However, this is not a historical study, but an attempt to reinvigorate Lenin's educational ideas for the current period. [ABSTRACT FROM AUTHOR]

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The Department for Education and Skills currently shows a high regard for the potential of technology transforming the British education system. Government White papers demonstrate e‐learning‐based unification strategies that reinforce the message that introducing Information and Communication Technology (ICT) will raise standards in schools. This paper examines the effect of these developments on teachers and pupils, and questions the government’s motivation for change. The introduction of ICT has not been complemented by increased levels of effective professional development for teaching staff in the pedagogy of ICT across the curriculum and may have merely served to reinforce the generational digital divide. In attempting to enchant the pupils, the government may have alienated the teachers. This paper suggests that the Department for Education and Skills should place more emphasis on developing strategies and providing funding for solutions to gaps in the professional development of teachers in their pedagogical understanding of ICT across the curriculum. [ABSTRACT FROM AUTHOR]

In the United Kingdom, the Royal College of Speech and Language Therapists suggests that sociology should be included within the speech and language therapy curriculum. However, in spite of this, sociology is seldom given priority. Although the role of sociology with the curricula of other professions has been discussed, the role of sociology within speech and language therapy has not. Given the contemporary climate of competence-based training, the position of subjects such as sociology is being compromised. This paper sets out three reasons in support of including sociology within speech and language therapy by drawing on the distinction between a ''personal education'' and a ''semantic conjunction'' model of the relationship between theory and professional practice. First, it is argued that sociology makes a valid contribution to an holistic approach to care—which is rapidly becoming the cornerstone of speech and language therapy practice. Second, this paper suggests that the inherent reflexivity within the discipline provides health professionals with an invaluable tool with which to engage in reflexive practice. Finally, it is argued that given the global emphasis on evidence-based practice, the study of sociology and sociological research methods equips therapists to interpret and conduct empirical research. This paper concludes by arguing that sociology should be viewed as an essential component of the speech and language therapy curriculum. [ABSTRACT FROM AUTHOR]

Dental Implants are a popular treatment option for tooth replacement, with documented long-term success and survival rates of more than 95% over a period of 10 years. However, incorporating dental implantology into an undergraduate dental curriculum has issues associated. Therefore, the aim of this research was to examine and evaluate current undergraduate dental implantology education in the UK, investigate the amount of time allocated to this subject and analyse the barriers that are currently impeding the development of the programmes. An online questionnaire hosted by Online Surveys was designed, piloted, and sent to 16 dental schools providing undergraduate education in the UK. Ethical approval was gained from The University of Salford to conduct the study. Out of the 16 dental schools contacted, eight questionnaire responses were received, hence a response rate of 50% was achieved. The hours dedicated to the implant teaching programme varied from 3 h to 25 h, with a mean average of 11 h. It was identified from the results that no teaching of dental implantology was conducted in year 2; 12% of the schools responded that the subject was taught in year 1, 37% in year 3, 75% in year 4 and 50% in year 5. The methods used to deliver the programme were mainly lecture-based teaching, with only one dental school allowing students to place implants on patients. The main barriers to progression of the programme were financial (75%), followed by time limitations imposed by the curriculum (37%) and liability insurance (37%). However, there appears to be a consensus that further training beyond bachelor's degree level is required to teach implantology effectively. [ABSTRACT FROM AUTHOR]

This article summarizes and reflects on the findings related to pedagogy of two closely associated Department for Education and Skills (DfES) funded research projects: the Effective Provision of Pre-school Education (EPPE) and the Researching Effective Pedagogy in the Early Years (REPEY) projects. 1 The EPPE research project was a five-year longitudinal study funded by the DfES to follow the progress of approximately 3000 children, aged three plus, in 141 pre-schools across England. In addition to the range of quantitative data collected about children, their families and their pre-school centres, 12 effective pre-school settings (selection based on child developmental outcomes) were identified in the EPPE multilevel analysis for intensive, in-depth qualitative case study. The REPEY study provided an opportunity to extend this qualitative analysis further with both naturalistic and systematic observations, interviews and focus group discussions, and allowed the addition of two reception classes (selection based on professional judgement). Together, the studies provide a large-scale, sequential and explanatory mixed method research design investigating pedagogy in 14 Foundation Stage (the key stage for children 3-5) settings. The REPEY research has shown that the most effective pre-school settings (in terms of intellectual, social and dispositional outcomes) achieve a balance between the opportunities provided for children to benefit from teacher-initiated group work, and in the provision of freely chosen yet potentially instructive play activities. The analysis also shows an association between curriculum differentiation and matching in terms of cognitive challenge, and 'sustained shared thinking'. The evidence suggests that the better a setting does on each of these dimensions of pedagogic practice the more effective it will be. The most effective settings also adopt social/behaviour policies that involve staff in supporting children in rationalizing and talking through their conflicts. Profile of centres selected for in-depth case studies (plus two reception classes) Centre no. Type of provision No. on roll Some under 3s 017 Nursery class approx. 50 - 106 Nursery class approx. 40 - 214 Local authority day care approx. 60 yes 219 Private day nursery approx. 50 yes 225 Early excellence centre approx. 120 yes 306 Private day nursery approx. 90 yes 324 Nursery school approx. 120 - 401 Play group approx. 40 - 413 Private day nursery approx. 120 yes 417 Nursery class approx. 50 - 421 Nursery school approx. 100 - 426 Early excellence centre approx. 200 yes [ABSTRACT FROM AUTHOR]

Addresses the issue of the need for the development of a post compulsory curriculum adequate to the demands of the 21st century in British education. Qualitative and quantitative issues involved in the development of a 21st century curriculum; Circumstances that can influence curriculum development efforts in the country.

Discusses the occupation of the curriculum high-ground in secondary schools by the Technical &Vocational Education Initiative (TVEI) in Great Britain. Impact of the occupation on initiatives in teaching and learning; Influence of many of the central organizing ideas and educational themes of TVEI of the working practices of curriculum areas; Result of the redefinition and reconstruction of the TVEI by its sponsors and by curriculum coordinators in schools and colleges.

It is fundamental that students are able to identity where they have developed specific professional competencies during their study. This ensures students can not only articulate their competencies well in job applications and assessments but also draw on their experiences for use in the workplace. The aim of study was to ascertain if desirability of an element or competency as indicated by employers, was reflected in an equivalent level of program content, appropriately perceived by the student. A case study approach mapped elements of the previously developed Competencies for Food Graduate Careers framework against food sciences curricula at University of Nottingham. The mapping process facilitated evaluation of appropriate levels of inclusion of each element in degree programs, by recording types of content and experiences provided, in collaboration with teaching staff. Perspectives of the student experience were captured using an online survey. In addition, guidance from a prior industry survey provided context of the level of desirability for each element across the range of graduate roles in the United Kingdom. The results showed some areas of mismatch, where curricular content did not align with employer expectations or student perceptions. This has informed review of this curriculum, to best reflect "competency development" to meet the needs of the food industry. Recommendations were made to address gaps through enhancement of content, delivery, communication, or assessment. Additionally, the exercise has suggested a more informed development of curricula categorization and coding for future similar mapping activities. [ABSTRACT FROM AUTHOR]

Introduction Simulation is increasingly used throughout medicine. Within ultrasound, simulators are more established for learning transvaginal and interventional procedures. The use of modern high-fidelity transabdominal simulators is increasing, particularly in centres with large trainee numbers. There is no current literature on the value of these simulators in gaining competence in abdominal ultrasound. The aim was to investigate the impact of a new ultrasound curriculum, incorporating transabdominal simulators into the first year of training in a UK radiology academy. Methods The simulator group included 13 trainees. The preceding cohort of 15 trainees was the control group. After 10 months, a clinical assessment was performed to assess whether the new curriculum resulted in improved ultrasound skills. Questionnaires were designed to explore the acceptability of simulation training and whether it had any impact on confidence levels. Results Trainees who had received simulator-enriched training scored higher in an objective clinical ultrasound assessment, which was statistically significant (p = 0.0463). End confidence scores for obtaining diagnostic images and demonstrating pathology were also higher in the simulation group. All trainees stated that transabdominal simulator training was useful in early training. Conclusions This initial study shows that embedded into a curriculum, transabdominal ultrasound simulators are an acceptable training method that can result in improved ultrasound skills and higher confidence levels. Using simulators early in training could allow trainees to master the basics, improve their confidence, enabling them to get more educational value from clinical ultrasound experience while reducing the impact of training on service provision. [ABSTRACT FROM AUTHOR]

The insertion of history into the medical school curriculum has been discussed over a long period of time. But the role of history in the public health curriculum has not been the subject of much discussion, despite the changes in UK public health training and the advent of multidisciplinary public health. This article reviews the history of inserting history into the curriculum in a leading public health postgraduate institution. It discusses the strategies used to secure acceptance for history; the positioning of history within the curriculum both as a core and a special subject; and the different curriculum content and learning approaches which have been used over time. It reviews recent developments in distance learning and the launch of a history Massive Open On line Course. It concludes that no one approach can be recommended for inserting history and that flexibility, persistence, alliances and the willingness to adapt to local circumstances are important. Students themselves are now more receptive to historical approaches and can appreciate the value of a discipline which teaches critical skills of analysis and assessment of evidence. It remains to be discussed how the discipline and such approaches can be transferred into wider professional public health training and at the undergraduate level. [ABSTRACT FROM AUTHOR]

Background: The integration of patient safety into nursing curricula has been under the spotlight during recent years. Effective patient safety pedagogies and students’ sensitivity to their own role in healthcare have important roles in ensuring safe clinical performances. The patient safety content of pre-registration nursing education has previously been studied, but there is sparse evidence about how nursing students assess their own patient safety competence. Objective: To examine and compare the self-assessment of patient safety competence between British and Finnish nursing students. Methods: The Patient Safety in Nursing Education Questionnaire (PaSNEQ), in the 4-point Likert scale format, was used. We distributed 502 surveys to the final year nursing students, prior to registration in two universities of applied sciences in Finland (n = 299) and two universities in the UK (n = 203) during 2012. Of which, a total of 353 (70%) nursing students in Finland (n=195) and the UK (n=158) responded to the survey. The data were analyzed with descriptive statistics and binary logistic regression. Results: Majority of both British and Finnish participants reported that their curriculum did not include a separate module for patient safety. The overall patient safety competence of British and Finnish nursing students was high. However, the British nursing students evaluated their overall patient safety competence significantly higher than Finnish nursing students. Both groups of students ranked their competence to prevent patient safety incidents (attitude) the highest and their competence to act after errors (skill) relatively low. The predictors for having a high level of patient safety competence for nursing students were being British and detecting separate patient safety module in the curriculum. Conclusions: Nurse educators should provide students with more effective practice environment that will prepare them with the patient safety skills needed to respond to errors at work safely. [ABSTRACT FROM AUTHOR]

Wages are a composite measure of the return to education and the return to work experiences. Work experiences are often defined as workers who gain experiences on-the-job. However, work experiences can also be part of a study curriculum in vocational secondary education. We estimate the return to in-school work experiences by comparing the Heckman selection model and the Rubin matching model. First, we show that students with in-school work experiences earn +16% more in the first years of labour than their theoretical peers. Second, we indicate that both empirical models do not appropriately deal with censored observations in the presence of an informal market. Including information on a set of censored observations increases the effect to +22%. [ABSTRACT FROM AUTHOR]

Background: The Health for Life in Primary Schools Program helps schools promote healthy, active lifestyles through curriculum support related to healthy eating and cooking, growing food, physical activity, and family involvement. These interrelated strands are shown to have the greatest impact on healthy lifestyles, and the Health for Life in Primary Schools Program seeks to make these not one-off lessons, but a sustainable part of a school's culture. Each school involved with the program develops its own Action Plan in order to achieve program goals. Each school is assessed by an audit of facilities, skills, and curriculum at baseline and follow-up, and the pupils complete an on-line questionnaire at baseline and follow-up. Other impact measures are individual to the school and relate to its own Action Plan. Method: Health for Life in Primary Schools sought to assess the cohesiveness and strength of the program using the Program Impact Pathways (PIP) model. The program was deconstructed to its individual parts, with each part assessed in terms of its contribution to the overall program and constraints upon its effectiveness. Results: The PIP analysis helped clarify the logic and structure of the program, whether its objectives can be achieved, the Critical Quality Control Points (CCPs), and the impact measures required to demonstrate success. The core indicators identified for impact evaluation were knowledge, attitudes, and behaviors of pupils around healthy eating, cooking, growing food, and physical activity. Conclusion: The PIP model confirmed that the Health for Life in Primary Schools Program is well structured and is well suited to achieve its goals. The findings were presented at the Healthy Lifestyles Program Evaluation Workshop held in Granada, Spain, 13-14 September 2013, under the auspices of the Mondelēz International Foundation. [ABSTRACT FROM AUTHOR]

The UK postgraduate curriculum in clinical pharmacology and therapeutics (CPT) incorporates the common competencies required of all physicians and shows how trainees from other specialties, including primary care, can train in CPT. Various models of training and assessment are possible. Evolution of the current system to meet new challenges would maintain an established tradition, with a ready source of training funds. However, this would require greater input from all consultants in CPT, including the training and assessment of trainees. A joint venture with the Faculty of Pharmaceutical Medicine would have the advantage, if the Faculty agreed, of introducing ready-made curriculum modules and assessment tools that have been accepted by the General Medical Council. However, extra modules relevant to CPT would have to be constructed to complement the common areas already in the pharmaceutical medicine curriculum, and there would be a perceived loss of the independence that clinical pharmacologists currently enjoy when making decisions about manufacturers' products. Abandoning externally approved training in CPT would allow the specialty to devise its own training and assessment in the necessary skills. Critically, however, this would impair the status of the specialty and would incur loss of financial support from postgraduate Deaneries. To attract high-calibre trainees, we must completely define CPT training and assessment structures. Most clinical pharmacologists seem to prefer to allow the current structures to evolve under external guidance. However, this will not succeed unless all trained clinical pharmacologists contribute to development of both the curriculum and specific assessment tools, and open their teaching and assessment skills to scrutiny. [ABSTRACT FROM AUTHOR]

A response is presented to literary criticisms of the book "Empire in Question," by Antoinette Burton. The author agrees that she addresses the major imperial events in her study courses, analyzes the difficulties associated with teaching Victorian-era history classes, and explores how imperial political culture should be taught to students, citing the reading of "Jane Eyre" as one methodology. She explains how she prepares the Victorian history syllabus for her courses and notes that she will rework her curriculum to reflect the questions raised by these criticisms.

Background Many major public health issues today are not confined by national boundaries. However, the global public health workforce appears unprepared to confront the challenges posed by globalization. We therefore sought to investigate whether the current UK public health training programme adequately prepares its graduates to operate in a globalized world. Methods We used mixed methods involving an online cross-sectional survey of UK public health trainees on the international content of the Faculty of Public Health's written examination, a qualitative review of the Faculty's 2007 training curriculum and a questionnaire survey of all training deaneries in the UK. Results We found that global health issues are not addressed by the current training curriculum or in the written examination despite trainee interest for this. Many of the deaneries were also unreceptive to international placements. Conclusions Despite the recognized educational legitimacy of global health placements and the favourable UK policy context, the opportunities and international content of public health training remain limited. In order to retain its position as a leader in the field of public health, the UK needs to adapt its training programme to better reflect today's challenges. [ABSTRACT FROM PUBLISHER]

The marketisation of education in England began in the 1980s. It was facilitated by national testing (which gave objective and comparable information to parents), and by the New Public Management (which introduced a posteriori funding and competition among providers). Now a new complementary phase of marketisation is being introduced: personalisation, whose intellectual provenance is in marketing theory. Conceptually, personalisation is imprecise; practically, at this stage, its intended effects within schools may amount to no more than a new legitimatory rhetoric which leaves pedagogy and the curriculum little changed. [ABSTRACT FROM AUTHOR]

Pupil observation and educator–pupil discourse have recognised relevance within early years practitioners' repertoires, with long traditions of practice in England and elsewhere. Observation is now enshrined within the Foundation Stage Curriculum for 3–5 year-olds (England) (soon to become part of the Early Years Foundation Stage for Birth–5) and is advocated in fulfilling the Foundation Stage Profiling (assessment) requirements for individual children. This article begins by drawing on research by the author and on related research and theory to illustrate some complexities in learning processes in young children. The research has led to the development of an observation-interpretation tool—the Social Play Continuum. The Continuum, a tool to support the formative dimensions of observation, details progression in learning whilst the broader research has illustrated factors impacting on progression. An example of researcher–pupil dialogue is then analysed to consider the related dilemmas and potential of discourse within formative assessment. The article considers whether current policy development and documentation sufficiently recognise and encompass learning complexities and learner potential in young children. [ABSTRACT FROM AUTHOR]

Objectives To assess any recent change in the commitment to occupational medicine teaching in UK undergraduate medical curricula.Design A questionnaire survey of the teaching of occupational medicine to undergraduates in all medical schools listed in the UK Universities and Colleges Admissions Service prospectus for 1999–2000 (n = 24).Results Nineteen UK schools medical schools returned a completed questionnaire, giving a response rate of 79%. A comparison of results from this survey with previous surveys of teaching of occupational medicine to undergraduates in the UK shows that fewer schools now provide lectures, project work or ward‐based tuition in the subject. Workplace visits were not undertaken by any institution. Only two of the schools setting an examination question also had a syllabus.Conclusion Despite the prominence given to issues related to occupational health in recent UK government policy, this study suggests a declining commitment to occupational medicine on the part of UK medical schools. Urgent action needs to be taken to address the lack of training in occupational medicine in UK medical schools. [ABSTRACT FROM AUTHOR]

There is a pressing need for medical graduates to be fully prepared to take on the responsibilities of prescribing and to be able to respond to continual inevitable rapid changes in therapeutics. The curricula in UK medical schools were greatly influenced by Tomorrow's Doctors, published by the General Medical Council in 1993. This has recently been updated. While it highlights the management of disease and use of drugs as key learning objectives, it offers little specific guidance. In this document we expand on these broad statements, provide a view of how these learning objectives might be achieved, and identify the key elements of a core curriculum in prescribing and therapeutics. [ABSTRACT FROM AUTHOR]

Genetics is an issue which has only recently come on to the agenda, but it is one that will rapidly assume great significance as the twenty-first century approaches. This article describes a survey of social work course directors in the UK, undertaken to assess their opinions of the likely impact of the new genetics on future social work practice. The results provide baseline data on education and training on genetics in social work programmes in the UK. Only a small proportion of colleges in the UK currently teach genetics, partly because of full curricula, and partly because genetics is not perceived to be relevant to contemporary social work practice. Other attitudes of social work course directors to the new genetics are also described. [ABSTRACT FROM AUTHOR]

Addresses the debate surrounding the issue of post-compulsory education systems in Great Britain. Features of the proposed unified system of post-compulsory education and training; Influence of the Howie Committee report on the debate about systems; Comparison between multi-track and unified systems of education; Implications of the debate on the educational system of the country.

Studies the policies governing teachers' work in Great Britain. Elements of the national curriculum; Ways by which the changing power relations of the curriculum affect teachers' work in the country; Impact of the introduction of market forces on the redefinition of teachers' work; Relationship between the control exercised over teachers by parental choice and competition.

Focuses on several issues concerning the work of primary teachers in Great Britain. Implementation of a new national curriculum that changes the nature of teaching; Examination of the working hours of infant teachers in a week; Assessment of the working conditions of teachers; Increase in the tasks of primary teachers.

Focused on efforts aimed at harmonizing two national educational curriculums in Great Britain. Overview concerning Stalin's curriculum; Ten foundation subjects under Baker's curriculum; Role of political control in harmonizing both curricula.

Outlines the main details of the Associated Examining Board's philosophy syllabus and considers the problem of teaching philosophy in schools in Great Britain. Composition of two parts in the syllabus that concentrate on the history of philosophy and other various philosophical themes; Choice given to students to select two themes from possible areas like Our Perception of the External World and Faith and the Existence of God; Possibility that naive philosophical amateurs would be given a license to indulge in an undisciplined search for a philosophy of life.

All too many postgraduate science and technology departments in universities in Great Britain have been operating below full capacity in the past decade. This has been all too evident in the recent cutbacks and rationalization of university education proposed by the UGC in June 1981. The complete impact of full cost fees for overseas students can well also create another order of problems on top. Yet such problems are also opportunities and the most important opportunity that seems to be currently is to break with the bankruptcy of some past ideas. It never was the case that most potential students out there did not want to know about postgraduate science and technology. Quite the reverse. There are few areas which fire the mind of young people more than these. The challenge in the face of inappropriate and/or falling registrations is to analyse, plan and design ways of teaching and learning about science and technology that capture the imagination of students and industry alike. One of the earliest opportunities that should be grasped is to turn industry into our workshops and laboratories. The intellectual challenge and satisfaction of solving problems that can lead to superior industrial performance is immense.

The article presents the results of a series of surveys on youth training scheme (YTS) curriculum in further education in Great Britain. It provides more descriptive discussion about the differences between employer based courses and college based, special needs courses. Factors taken into consideration when conducting the survey were geographical location, occupational area trained for, type of college and unemployment rate in local area. Provision of education and training for the Youth Opportunities Program was based on the premise that the young people involved were likely to be different from further education's usual clients and would need different treatment. The results also show that many YTS teachers do not share the assumptions that used to be made about Youth Opportunities Program

The authors' evaluation of their experience of in-service education leads to a re-consideration of educational theory, the impact of research on teachers, the interaction between educational institutions, the function of peer-group learning, the expansion of school-based in-service education and the networking of curriculum development agencies. This experience provides an empirical and ideological basis for justifying school-based curriculum research. It suggests that models of the teacher as researcher can generate theories of education that will impinge more strongly on teachers and teaching, providing they are genuinely 'school-based'. Action research, in the context of school-centred, problem-solving approaches to in-service education, is presented as a productive way forward providing that different educational agencies recognise the value of applied research and development, appreciate the importance of small scale and co-operative research and understand that research outcomes may have more to do with sensitising individual teachers than shaping educational policy. [ABSTRACT FROM AUTHOR]

The article presents a case study on the small-scale evaluation of a tertiary level service course, "Physics and Chemistry for Environmental Scientists," in Great Britain. Key issues discussed include the examination of the design, operation and institutional context of the course that was provided for first-year environmental science students by a teaching team of two chemists, two physicists and an environmental science lecturer acting as a link between the environmental and physical sciences. The pros and cons of the course are analyzed, as well as their implications for education and educational research.

The article reports on the developments in the science curriculum. It discusses the physics course offered to students in school years 9 and 10 wherein it talks about the advantages and problems of applied physics in the society. Moreover, it discusses the science curriculum relative to social control wherein it mentions the similarities and differences in British and German innovations, influence of the social location on its curriculum design and influence of social location on its curriculum reception.