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This paper draws on findings from a national evaluation of the Teacher Training Agency’s National Partnership Programme (NPP) (2001–2005) to analyse the current practice of partnership in initial teacher education in England. The paper begins by drawing on the MOTE studies (Furlong, et al., 2000) undertaken in the 1990s to describe the practice of partnership during that decade. It goes on to describe the changing policy context of teacher education in England since new Labour came to power in 1997, including the Government’s concern substantially to increase the numbers of new teachers entering the profession; it was this commitment, the authors argue, that was in part behind the development of the NPP which was intended to increase both the quality and capacity of schools to take part in initial teacher education. The authors go on to describe the NPP as it was put into practice in nine Government regions across England and their evaluation of it, which included 127 interviews with a range of stakeholders within each of the government regions. They suggest that, although the programme did probably contribute to increasing the numbers of partnership places in schools during its lifetime, the NPP did not alter the underlying model of partnership; indeed, they suggest that in many cases the practice of partnership in England had changed little since the mid 1990s. However, they conclude that the NPP did have an important impact on provision in that it further undermined the pedagogical and epistemological dimensions of partnership that many teacher educators in the 1990s saw as central to collaborative work between schools and higher education institutions (HEIs). The NPP, they suggest, further encouraged the development of a ‘technical rationalist’ approach to teacher education, an approach that fits well with new Labour’s broader vision for the management of the teaching profession in England.

Dieser Beitrag beschaftigt sich mit den Entwicklungsprozessen bezuglich der rechtlichen Regelungsstrukturen zu den verschiedenen Wegen der Qualifizierung als Lehrkraft in England bis hin zur Einfuhrung des neuen School-Direct-Programms durch die aktuelle Regierung im Jahr 2013 als einem weiteren Weg zum qualifizierten Lehrerstatus. In diesem Sinne verorten die folgenden Ausfuhrungen die derzeitig im Prozess befindlichen Entwicklungen in ihren weiteren historischen Kontext, wie die Anmerkungen am Ende des Beitrags nochmals unterstreichen. Dieser historische Kontext verdeutlicht, dass uber die Zeit eine Vielfalt von Neuausrichtungen hinsichtlich der jeweiligen Verantwortlichkeiten von offentlicher Hand und schulischen Arbeitgebern vorzufinden sind. In Teilen der englischen Gesellschaft findet sich bis heute die konservative Uberzeugung, dass Lehrerinnen und Lehrer keine entsprechende Qualifikation benotigen, um zu unterrichten. Dies reflektiert sich zum einen in der Abschaffung des General Teaching Council durch die aktuelle Regierung, zum anderen darin, dass das Unterrichten bzw. die Lehrtatigkeit kein spezifisch der Profession zugeordneter Tatigkeitbegriff ist, sondern von jedermann fur sich in Anspruch genommen werden kann. Die Schaffung eines neuen, offentlich finanzierten Schultyps, welchem explizit erlaubt ist, Lehrpersonal ohne eine nationalen Standards genugende Lehramtsqualifikation einzustellen, unterstreicht zudem die Problemlage, die jedem Versuch gegenubersteht, den rechtlichen Status von Lehrtatigkeit in England genauer zu spezifizieren.

Rita Headington was a student at the School of Education at Oxford Brookes University where she undertook the research upon which this paper is based and John Howson was her tutor there. The paper reports on a study which sought to examine the role of the school brochure as a marketing tool for primary schools. The schools studied were found to have struggled with the production of brochures and the authors suggest a marketing approach which might enable those concerned to improve upon their practice.

Objective: To evaluate the feasibility and effectiveness of a standardized HIV partner notification programme within genitourinary medicine clinics in England. Design: A prospective survey of HIV partner notification activity over a 12-month period. Setting: Nineteen genitourinary medicine clinics in England. Patients and participants: A total of 501 eligible HIV-positive patients (either newly diagnosed or with whom partner notification had not been undertaken previously) seen during the study period. Main outcome measures: The numbers of partners named by patients, and the number of contacts notified, counselled and HIV-tested. Results: Information on overall partner notification activity was obtained by reviewing available medical records of 471 patients; 353 (75%) had discussed partner notification with a health-care worker during the study period and 197 (42%) had undertaken partner notification. Detailed information on outcomes was obtained for only 70 patients who named 158 contacts as being at risk of acquiring HIV. Although 71 (45%) contacts were eventually notified, only 28 were subsequently seen in participating clinics. Almost all contacts (n = 27) requested HIV counselling and testing, and five were diagnosed HIV-positive. Patient referral was the most popular notification method chosen. Conclusions: This study illustrates some of the practical difficulties that limit HIV partner notification within genitourinary medicine clinics. These include health-care workers' misgivings about undertaking partner notification, insufficient locating information to identify contacts, and migration of newly diagnosed patients, which prevents continuity and completion of notification. Nevertheless, HIV partner notification uncovered previously undiagnosed HIV infections. Further work needs to be undertaken in staff training and policy implementation if higher rates of partner notification and outcome measurements are to be achieved.

service at a faster rate than others, possibly because local government manages over eighty per cent of the spending on education. In periods when spending on education is being strictly controlled, as at present [1], the variation between authorities will need to be monitored to ensure that the least well provided for areas do not suffer disproportionately. Recognition of the need for monitoring can be seen in the recent HMI report on expenditure policies. [2] Variation in levels of provision is not a recent phenomenon as the first part of this article illustrates. The second half of the article considers in detail one aspect of the variation, namely pupil teacher ratios. Teachers are one of a range of 'inputs' into the education service, (others include ancillary staff, books and equipment), which might be affected by any reduction in spending. Pupil teacher ratios are one area where statistics are now available and it is therefore possible to consider what regional variations have occurred in pupil teacher ratios since local government reorganisation in 1974. Pupil teacher ratios suffer like many other indices from being a 'crude' measure because they reveal nothing about the standard of the teachers or their qualifications. However, for the purpose of analysis they have the advantage of