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There is a wide range of options open to adult learners in the United Kingdom. Adult Learners' Week is being held in May 1993 to publicise the opportunities. Some areas have local programmes aimed at those living on housing estates and particularly suited to the poor and single parents. Educational activities attract many active retired people and the University of the Third Age (U3A) offers a wide range of topics. Flexible learning courses, offered by organisations such as the Open College and Open University, give workers opportunities to extend their education.

CLIFFORD Chieng seems like any other Malaysian undergraduate - he talks incessantly of projects and assignments that has to be handed in, and worries about not having enough time to [...]

British American Tobacco (BAT) will devote GB[pound] 3.8mn to Nottingham University to establish a school of business ethics, although the latter's medical staff are unhappy with the decision to accept the cash. University authorities believe that the establishment of the international corporate responsibility school would prevail over any public relations-related problems. There are fears that the UK university's reputation may be adversely impacted by an association with BAT, which it is claimed operates in a market lacking in social responsibility.

Plans for the UK's first national e-university are due to be unveiled on 10 October 2000. The new project will cost an estimated GB[pound] 200mn and could be operational by 2002. The new entity will target professionals and postgraduates who want to update their skills, although there are plans to introduce undergraduate courses at a later date. The new concept is designed to compete with the larger corporate and virtual universities that are beginning to develop in the US. However David Blunkett, the education and employment secretary, is finding it difficult to persuade the leading universities to participate in the scheme and contribute financially. The new project will prove to be extremely costly. A report conducted by PriceWaterhouseCoopers on behalf of the higher education funding council for England (HEFCE) estimates the scheme will cost GB[pound] 120mn over two years. However the report also indicates that the income from fees is potentially enormous.

Problems at Liverpool John Moores University, highlighted by a shoddy examination paper, are examined in detail.

The first world war led to a much more radical reform of the British education system than had been envisaged in 1914 by highlighting many of its deficiencies. Institute of Education lecturer Dr Brian Dean explains that the Reconstruction Committee established in 1916 considered issues ranging from the value of teaching to the specifics of the school-leaving age. The 1918 Education Act raised the school-leaving age to 14, restricted class sizes, established a framework for developing schooling between the ages of 14 and 18, and allowed authorities to open nursery schools.

A survey by the Independent Schools Information Service indicates that the number of children going to boarding schools is set to start rising again after falling from 125,000 in 1985 to 90,000 in 1996. Head of Uppingham School Dr Stephen Winkley points out that boarding schools have changed enormously. There is now a great emphasis on pastoral care, co-education is standard in sixth forms, and weekly boarding is common. Around 25 couples visit Uppingham each week as prospective parents. The Boarding Education Alliance, a campaign to promote boarding, is already paying dividends.

The headmaster of an independent school puts his case for re-examining the idea that the comprehensive school is the only system capable of delivering both education for all and equal opportunity. The crisis in teacher recruitment, the rapid rise in exclusions and schools' failure to deliver sufficient scientists are cited as evidence of fatal flaws in the comprehensive system. Another major failing of the comprehensive system is that it selects children at 11 when 14 would be a more reasonable age.

A nationwide system based on individual learning accounts (ILAs) offers the best hope of making lifelong learning accessible to everyone in the UK. A simple and effective system would involve each individual opening an account with the 'Learning Bank' into which they, together with employers and the state, would make deposits from time to time. Individuals would be able to access their ILA at any time to pay for maintenance, tuition or a combination of both. Repayments would be made through a loan scheme linked to the National Insurance system or through additional deposits by the individual.

Local education authorities (LEAs) are looking for ways to reduce the number of children qualifying for full special educational support as a result of being 'statemented' under the special needs procedure. As many as 7% of children in some LEAs are statemented at an estimated cost to LEAs of 2.5 billion pounds sterling. Schools in Gloucestershire, England, where around 3.4% of pupils are statemented, are required to contribute towards the costs of extra provision for statemented pupils under a new policy which came into force on Apr. 1, 1997.

The launch of a new national curriculum, Curriculum 2000, in the year 2000 offers a unique opportunity to plan a significant future for Britain's pupils. The changing nature of work is likely to increase the value of such qualities as flexibility, adaptability, resourcefulness and the ability to get on with people. Children must learn in a variety of ways if they are to develop the talents necessary for a prosperous future. The new national curriculum should therefore consider the ways teachers teach and children learn and the ways that humans think and act as well as the subjects to be taught.

Many colleges and universities in Britain are embracing distance learning, sometimes referred to under the umbrella term of open learning, as a means of saving money while continuing to deliver high-quality teaching and learning. New approaches to learning and teaching are being developed by the Open University's Knowledge Media Institute in a five-year, 610 million pound sterling programme. Meanwhile Park Lane College in Leeds, England, has established a system of 'learning line stations' to enable students to follow entire courses without having to attend a single class or tutorial.

The Third International Mathematics and Science Study, an educational survey involving 500,000 students in 40 countries, revealed a paradox in Nov. 1996, in that English schoolchildren are among the world leaders in science but below average in mathematics. Co-author of the report, Wendy Keys of the National Foundation for Educational Research, is looking for possible explanations and would be pleased if she could identify one or two pointers. Meanwhile there is strong opposition to Government plans to reform the A-level mathematics syllabus just three years after it was unveiled.

Standards of teaching, class size and school disruption are complex issues but ones likely to be of concern to the parents of children starting school in Sep. 1996. Academics feel that figures relating to standards of English and mathematics in primary schools should be treated with caution, while a research project examining the effects of class size in the first two years of school will not begin until autumn 1996. It is widely agreed that teaching should be a judicious mixture of whole-class, group and individual teaching but there is no firm evidence to show what a judicious mixture is.

A wide range of vocational courses are available for teenagers who do not want to stay on at school after their GCSEs but do not want to go straight to work either. More than 200,000 young people are studying for General National Vocational Qualifications (GNVQs) which are available in subjects ranging from engineering to catering. The National Diploma offered by the Business and Technology Education Council (BTEC) involves two years of full-time study. BTEC national diploma courses can be taken at a higher level, often enabling progression to the second or third year of a degree.

Pharmaceutical services in Britain have altered dramatically since pharmacists have provided information and advice to the general public. Pharmacy training will be extended to a four-year full-time course to compensate for lower standards in A-level examinations. More emphasis is placed on interpersonal skills. The career is particularly suited to women who find its flexible working arrangements ideal for raising a family.

The decision on whether to offer sex education in British primary schools rests with school governors who are merely required to state their policy in the school prospectus, resulting in a confused and messy situation. Sex Education Forum senior development officer Gill Landeryou argues that sex education starts too late. She points to research showing that one in 10 girls does not know what is happening when her periods begin. Some primary schools use a three-part sex education video produced by the BBC, but Landeryou insists that a video can only provide a starting point.

Sir Claus Moser, currently chairman of the British Museum Development Trust, recognises that good progress has been made since he spoke about the deep-seated crisis in education in his presidential address to the British Assn. in 1990. However he remains deeply disturbed by the fate of underachievers in deprived areas, and considers it a scandal that 15% of 20-year-olds have limited literacy and 20% have limited numeracy. Moser stresses the need for the next government to tackle the problems of the education system by adopting a programme of 'crisis priorities.'

Staff at Boarshaw primary school in Middleton, Greater Manchester, England, do their utmost to reduce the anxiety surrounding the testing of five year olds. Nevertheless, teachers Maria McKeown and Paul Bramall feel that formal testing does not constitute the most profitable use of either their time or that of the pupils. The Government's enthusiasm for education league tables means that Britain will become virtually the only country in the world to rank its primary schools in 1997. However the Government is not above providing misleading figures for global educational comparisons.

Sir Ron Dearing, appointed by the Government in Feb. 1996 to chair a national committee of inquiry into higher education, thinks that he will have to challenge the underlying assumption of the 1963 Robbins report that a university education is available to anyone qualified to pursue one. Dearing points out that allowing everyone with the equivalent of two A-levels to go to university will no longer be appropriate when this applies to 60% of the population. Investment in information technology for distance learning services is likely to form an important part of Dearing's inquiry.

The merger between the British Technology Education Council and the University of London Examinations and Assessment Council announced on Dec. 11, 1995, has created the only examinations body in the UK to offer a full range of academic and vocational subjects. The as yet unnamed new board hopes to attract schools across Britain. However, as Royal Society of Arts Examination Board Chief Exec. Martin Cross points out, schools and colleges will derive no benefits from the new board until the Government has agreed to support any changes that might result from Sir Ron Dearing's review of 16-19 education.

Trude Levi, a survivor of the Holocaust who visits schools to talk about her experiences, has noticed a significant increase in British schools' interest in the Holocaust since 1992. However editorial director of Trentham Books Gillian Klein fears that the Holocaust still receives only superficial coverage in British schools because it does not have to be taught as part of the GCSE syllabus. The Midlands Examination Group points out that many GCSE and A-level candidates take options involving the study of the Holocaust. However Holocaust studies are greatly under-represented in British universities.

Private schools are not required to follow national curriculum or use tests advocated by the British government, but they tend to follow the curriculum closely and ignore the tests. The national curriculum is just as important to the independent sector as it leads up to GCSE (General Certificate of Secondary Education) and A (Advanced) levels, good results in these being essential for all pupils, public or private. Many private schools have able pupils and, especially if boarding, can cram more into the timetable over evenings and weekends. They do feel that the government's tests are inadequate and replace these with the schools' own examinations.

British education policy and education action zones are examined in detail, including the role of business sponsorship.

The social implications of British education policy, include a move toward selection, are examined in detail.

Reasons for a shortage of teachers in Britain, and measures to remedy the situation, are examined in detail.

The roles of British Learning and Skills Councils and Learning Partnerships in education for those aged over 16-years-old is examined in detail.

British headteachers are concerned about the policies of Conservative party leader, William Hague, on education.

MBA courses have undergone changes and have become more flexible, as is examined in detail.

Leading figures in education point to the need to improve school buildings and increase pay for good teachers were significant extra resources to be made available to education. Professor of education at the University of Exeter Ted Wragg declares that priority must be given to school buildings and equipment, a view shared by director of the University of London's Institute of Education Peter Mortimore. General Secretary of the Secondary Heads Assn. John Dunford wants a national funding formula for schools that provides for substantial extra resources for the most deprived areas.

A Guardian newspaper series highlighting the inequalities in the education system has annoyed UK Education Secretary David Blunkett, yet, while in opposition, he spoke out against the failure of comprehensive schools to reduce educational inequalities. However ministers are right to make primary education a priority since success in secondary education depends on success im primary schools. Their decision was vindicated by the announcement on Sep. 15, 1999, that seven out of 10 of all 11-year-olds are reaching the expected standard in English and maths, compared to less than half in 1995.

High Master of Manchester Grammar School Martin Stephen shows himself to be extremely ill-informed about comprehensive schools when he claims that they are failing pupils and parents. Scotland, which has the most comprehensive system in the UK, also boasts the highest educational standards. Only 2% of comprehensive schools, which educate more than 90% of Britain's young people, are said to be failing. Stephen appears to favour one rule for the academic elite and one for everyone else since his criticism of selection for 11-year-olds does not appear to extend to Manchester Grammar, an independent school.

Conservative education spokeswoman Theresa May used the fall in the GCSE pass rate revealed on Aug. 27, 1998, to accuse the Government of squandering what she termed the golden legacy of Tory rule. May expressed concern that the proportion of GCSE candidates achieving no award had risen from 1.5% to 2.3% after Conservative governments had done so much to raise education standards. However a government source maintained that the Conservatives' only legacy was the 40% of children leaving primary school without having mastered basic numeracy and literacy skills.

The GCSE results published by the examination boards for England, Wales and Northern Ireland on Aug. 27, 1998, reveal a sharp rise in the number of candidates failing in the core subjects of English and maths. National Assn. of Head Teachers general secretary David Hart blamed the school performance tables introduced under the Conservatives for discouraging efforts to boost the performance of less able pupils. An increase in the proportion of candidates achieving A* or A grades from 14% to 14.7% was accompanied by an increase in the number of failures from 81,228 to 123,121.

Convener of the examining boards' joint forum Ron McLone welcomed the increase in the number of sixth form students taking maths and science at A-level as he revealed on Aug. 19, 1998, that entries were up 3% for physics and biology and 2.4% for maths. However English remains the most popular subject while newer subjects such as computing, business studies and sports studies are enjoying the fastest growth. Candidates at schools in England and Wales will receive their A-level results on Aug. 20, 1998. Those who took maths and modern languages are most likely to obtain an A grade.

UK Education and Employment Secretary David Blunkett launched a consultation paper on special educational needs on Oct. 22, 1997, promising a better deal for the 1.5 million children with special needs. Blunkett explained that 18% of pupils had special needs ranging from physical disability to dyslexia, of whom around 3% had a 'statement' entitling them to extra teaching support. Blunkett pointed out that the cost of running the tribunal system to decide which children might have unfairly been denied a statement was using up scarce resources from the 2.5 billion pound sterling special needs budget.

An analysis published by the examination boards on Aug. 20, 1997, reveals a decline in the number of GCSE candidates taking papers in the traditional academic subjects and an increase in the number taking computing, physical education and music. Modern languages teachers were surprised and concerned by the 5% fall in the numbers taking French since a statutory obligation to offer a language course to every 16-year-old is being introduced. Education minister Kim Howells welcomed the improvement in results for maths and science but expressed concern about declining performance in English.

The Government is to dispense with A-levels in favour of an examination covering a broader range of subjects. Plans are being drawn up for a baccalaureate-type curriculum incorporating vocational courses. However ministers are divided over whether to move quickly towards a French-type baccalaureate or to gradually extend the number of subjects taken by sixth form and college students over the next five years. The Government will publish a consultation paper in autumn 1997 and it is though that reforms will be linked to the revision of the national curriculum for 2000.

Prince Charles angered teachers' unions on Jun. 15, 1997, by claiming in a television interview that his charity, the Prince's Trust, was having to deal with the consequences of an education system that has not served people well. Prince Charles maintained that the fundamentals of good teaching had been obscured by fashionable theories of education over the last 30 or 40 years. The Prince is to meet Education and Employment Secretary David Blunkett in Jul. 1997 to discuss how the Prince's Trust could contribute towards raising classroom standards and building good citizenship in young people.

UK Education and Employment Secretary Gillian Shephard told the six examination boards on Aug. 27, 1996, that they should merge into two or three conglomerates to remove any suspicion of a competitive devaluation of A level and GCSE standards. Shephard argued that such a merger would make it easier to control standards at a time when critics allege that schools are choosing the examination boards with the easiest examinations. Meanwhile staff at a Worksop, England, junior school are threatening to strike if a disruptive 10-year-old boy is not expelled.

Shadow education secretary David Blunkett has expressed concern that fewer young people are becoming technologically literature following a 30% fall in the number of students taking the GCSE technology examination in 1996. The proportion of students passing the examination at grade C or above rose by 1.7% to 45.8% but the number of entries fell from 349,971 in 1995 to 245,132 in 1996. Home economics enjoyed the strongest growth in 1996 with entries up 77.7% on 1995. There were also significant rises in the number of students entered for business studies, computing and information systems, and music.

A further rise in the GCSE pass rate and in the proportion of pupils gaining A-C grades is expected when the results of the 1996 examinations for nearly 500,000 16-year-olds in England and Wales are announced on Aug. 22, 1996. Nearly 2/3 of candidates in Northern Ireland, where the results are published a week earlier, received A-C grades. Education and Employment Secretary Gillian Shephard and her ministers will respond to claims that standards are falling by highlighting the increase in the number of checks on the examination groups.

David Burghes, professor of education at Exeter University, England, claimed on Aug. 15, 1996, that the only way to end arguments over A level standards is to create a single examinations board. Complaints that the A level examination has become less rigorous re-emerged on Aug. 15, 1996, with the announcement of the 15th consecutive annual improvement in results. However Burghes' research suggests that maths A level has become harder since 1951. The idea of a single examinations board was dismissed as unwieldy by the convener of the examinations boards' joint forum, Kathleen Tattersall.

Modular A-level examinations in Britain are lower in standard to traditional ones, say critics. Modular A-levels, which examine at set points through-out the two-year course, are thought to be easier than one final examination. The education secretary, Gillian Shepherd, has instructed Ofsted and the School Curriculum and Assessment Authority (SCAA) to investigate the matter. Modular courses are of equal standard to linear ones, says Tony Higgins, chief executive of the Universities and Colleges Admissions Service.

Lord Skidelsky, chairman of rightwing think tank the Social Market Foundation, argued on May 20, 1996, that children should be allowed to leave school at 14. Skidelsky proposed a system in which all schools would be given the status of independent corporations. Means-tested education vouchers would be issued to parents who would become the customers of a privatised education market. Skidelsky believes that education should be a good delivered in response to market demand. Meanwhile City Technology Colleges are developing aptitude tests to select children at the age of 11.

Britain's education system is approaching a state of crisis, partly because of cuts in spending on state education, but also because of its surrender to the dictates of social engineering. This social engineering takes the form of a refusal to group children in the state system on the basis of ability, interest and enthusiasm, and middle class parents' preference for the private school system. The private school system is so powerful and entrenched in Britain that the creation of socially and intellectually balanced schools in the state sector is virtually impossible.

Arguments that Britain should return to a selective system of secondary schooling to attract the middle classes back to state-provided education, are belied by research carried out at the University of Birmingham which shows little parental demand for such a move. The vast majority of comprehensive schools have no wish to start selecting pupils, and it was affluent middle-class parents who defeated Conservative government attempts to re-introduce 11-plus selection in Solihull, England, in the early 1980s. Meanwhile there are calls for the re-introduction of the direct grant system to widen the social mix in private schools.

It is doubtful whether the framework of enduring values to be taught in schools called for by School Curriculum and Assessment Authority Chief Exec. Dr Nicholas Tate, will help children learn the difference between right and wrong. Tate blames political correctness among teachers and an erosion of religious faith for a moral decline. Children did behave in a more orderly way in the past, but this had less to do with the reciting of moral maxims than with the much more static communities in which they lived. Furthermore, children have to be taught moral values in language that they understand.