Curriculum Development and Assessment

The School Curriculum and Assessment Authority in England and the Curriculum and Assessment Authority for Wales are responsible for:

• keeping all aspects of the school curriculum and of school examinations under review;

• advising the Government on the curriculum, and assessment and examination arrangements; and

• publishing information about the curriculum.

All GCSE and other qualifications offered to pupils of compulsory school age in state schools in England and Wales must be approved by the Government. Associated syllabuses and assessment procedures must comply with national guidelines and be approved by the relevant curriculum and assessment authority.

In Scotland curriculum development is undertaken by the Scottish Consultative Council on the Curriculum in consultation with The Scottish Office Education and Industry Department. The Scottish Examination Board liaises with the Council on links between the curriculum and assessment.

The Northern Ireland Council for the Curriculum, Examinations and Assessment is responsible for advising the Department of Education on the Curriculum and its assessment, and for the conduct of examinations.

Information Technology

The National Curriculum places a strong emphasis on the use of information technology (IT) to ensure that all children are appropriately versed in the new technologies. In England the average number of pupils per microcomputer in primary schools in 1993-94 was 18 compared with 25 in 1991-92 and 107 in 1984-85. In secondary schools the average number of pupils per microcomputer was ten in 1993-94 compared with 13 in 1991-92 and 60 in 1984-85. Under a current scheme, managed by the National Council for Educational Technology (see below), two teachers in each of up to 600 schools have been given a multimedia portable computer to develop their expertise. One third of primary schools in England have multimedia computers. The Department for Education and Employment funds the use of CD-ROM technology in schools in England.

In 1995 the Government announced a £10 million initiative designed to help schools and colleges to pilot the use of intermediate and broadband technologies. The initiative draws together the efforts of educational institutions, private companies, education authorities and Training and Enterprise Councils (TECs).

In Wales the Welsh Office also has a grant programme to support microcomputers in schools and has financed the installation of satellite television equipment in all secondary schools. This is used to teach modern foreign languages and other subjects. A scheme to supply all primary and special schools in Wales -with either multimedia equipment and software, or portable computers, has just been implemented.

In Scotland computing studies are included in the five to 14 age group national guidelines on environmental studies. In most secondary schools, first and second year pupils take a short course in computing; third and fourth year pupils choose between a Standard Grade course or a National Certificate module. Similarly, fifth and sixth year pupils are able to choose between Higher Grade and a number of National Certificate modules.

In Northern Ireland, IT is one of the four compulsory educational cross-curricular themes forming part of the curriculum for primary and secondary pupils in publicly financed schools.

The four Government education departments jointly fund the National Council for Educational Technology, which promotes and evaluates the use of new technologies in education and training. The Scottish Council for Educational Technology also develops software and other applications geared to the curriculum and school organisation in Scotland.

Other Educational Aids

The BBC (British Broadcasting Corporation) and the independent Channel 4 transmit radio and television programmes designed for schools. Teachers’ notes, pupils’ pamphlets and computer software accompany many broadcast series.

School Inspections

Various inspectorates report to the Government on the quality of education provided by schools.

England

In England the independent Office for Standards in Education (OFSTED) advises the Secretary of State on quality, standards and efficiency, and regulates a system of school inspections. The inspection cycle began in September 1993 for secondary schools and in September 1994 for primary and other schools.

Every school has to be inspected every four years by a team of independent inspectors – headed by a registered inspector – containing educationists and lay people. Inspections take place according to agreed national standards monitored by OFSTED. Parents are sent a summary of the inspection report, which is published in full. School governing bodies must prepare action plans to follow it up and report back to parents on their progress. OFSTED is headed by Her Majesty’s Chief Inspector of Schools.

A review of the school inspection system is in progress. This proposes that all schools must be inspected at least once within a six-year period, while some may be inspected more often, and that inspection resources should be targeted upon schools which arc failing or have serious weaknesses.

Wales

Her Majesty’s Chief Inspector of Schools for Wales has similar functions to those of OFSTED. All schools are inspected every five years in the first instance.

Scotland

In Scotland HM Inspectors of Schools (HMI) are responsible for independent evaluation of education standards and for advising the Secretary of State. Reports are published on inspections and given to parents. Inspectors return to the school between one and two years after the publication of the report to assess progress in meeting their recommendations.

Their conclusions about progress are published, together with an indication of any further action which may be required. The school remains a focus for attention by HMI until the recommendations have been satisfactorily addressed.

The Inspectorate’s Audit Unit collects, analyses and publishes evidence about the performance of schools and education authorities. Evidence is published on a comparative basis, and recommendations are made for action and improvement.

Northern Ireland

The Education and Training Inspectorate evaluates, reports and advises on quality and standards in schools. Inspection reports are published and a summary is provided for parents. Where follow-up action is judged by an inspection team to be necessary, school governors are required to indicate any action planned and to submit details to the Department of Education. Schools have to be inspected everyfive years and there is provision for lay involvement in inspections. The Inspectorate is headed by the Chief Inspector, who is the main adviser on professional issues to the Department of Education.

Schools, Careers and Business

One of the Government's key objectives is to help young people develop the skills the economy needs. Some 98 per cent of pupils in their final year of compulsory education in England are offered at least one week of work experience.

Education Business Partnerships, consisting of representatives from industry, education and the wider community, aim to bring about closer links between education and industry in Great Britain and ensure that young peopledevelop the skills to help them succeed in the labour market.

One of the main schemes managed by the Partnerships is the Teacher Placement Service (TPS), funded by the Government. The TPS organises placements in business for teachers and lecturers to extend their professional and personal development, improve learning opportunities for young people, and provide better careers education services. Since 1989 190,000 teachers have been on placements.

Compacts bring together employers, young people, schools, colleges and other bodies involved in training in order to help young people achieve more at school, and to continue their education and training after the age of 16. Under Compact schemes, young people work towards agreed goals, while employers provide a number of incentives for achieving them.

The Government’s Project Business scheme offers young people the opportunity to learn how business works and acquire the work skills needed by employers. Business volunteers work with teachers and business/ works visits are arranged for young people.

Careers

All young people in full-time education are entitled to impartial careers guidance. Most schools have a written policy statement on careers education and guidance, a careers co-ordinator and an agreement with their local careers guidance service about the co-ordinated contribution they will make to student development. LEAs are active participants in the majority of careers service organisations.

In Northern Ireland careers education is one of the six compulsory education themes forming part of the secondary school curriculum (see p. 453). The Careers Service is part of the Training and Employment Agency.

All state secondary schools in England and Wales have to provide leavers with a National Record of Achievement setting out their school attainments, including public examination and National Curriculum assessment results. In Scotland the Record is not compulsory.

In Northern Ireland all pupils in secondary education are issued with a Record of Achievement on leaving school, and from 1997-98 this will apply to primary schools too.

EDUCATION AND TRAINING AFTER 16

About 71 per cent of 16-year-old pupils choose:o continue in full-time education after 16: in school sixth forms, sixth-form colleges, further education colleges, universities and other higher education institutions. The percentage for 17- and 18-year-olds is 59 per cent and 40 per cent respectively.

Broadly speaking, education after 16 outside schools is divided into further and higher education. Further education (including education for adults) is largely vocational and in England covers courses up to and including GCE A level and AS qualifications, and GNVQAdvanced level or their equivalents (see p. 457). Higher education covers advanced courses at levels higher than GCE A level or equivalent. About 3.8 million people were enrolled on further education courses in 1994-95. Youth credits are on offer from Training and Enterprise Councils in England and Wales and from Local Enterprise Companies in Scotland (see p. 189). They enable 16- and 17-ycar-olds leaving full-time education to obtain vocational education and training through their employer or a specialist training provider.

In 1994-95 there were 1.7 million home and overseas students in higher education, of whom 49 per cent were women.

Credit accumulation and transfer schemes are in use in many English and Welsh post-school establishments. In Scotland a credit accumulation scheme covers courses in all further and higher education. Similar schemes in higher education in Northern Ireland are compatible with those of institutions in the rest of Britain.

The national computer-based Educational Counselling and Credit Transfer Information Service (ECCTIS) provides prospective students and their advisers with quick and easy access without charge to information on course opportunities at universities and colleges of higher and further education throughout Britain. ECCTIS, which is available to subscribing institutions on CD-ROM, can be found in over two-thirds of secondary schools with sixth forms, as well as the majority of further education colleges, higher education institutions, careers offices and Training and Enterprise Councils; ECCTIS is also available at British Council offices throughout the world.

Schools and Sixth-form Colleges

Having taken the GCSE examination (see p. 452), students in England, Wales and Northern Ireland can stay on at school or be educated in a further education college. Students in England and Wales can also study at sixth-form colleges. They study for examinations which are the main standard for entry to higher education or professional training. These include the academic General Certificate of Education (GCE) Advanced (A) level, the Advanced Supplementary (AS) examination, Advanced General National Vocational Qualifications (GNVQs) and National Vocational Qualifications (NVQs). The GCE A level is usually taken at the age of 18 or 19 after two years¹ study; part of the qualification is based on course work and the rest on written test papers. AS levels enable sixth-form pupils to study a wider range of subjects. Arts students, for example, can still study science subjects at AS level.

Equality of status for academic and vocational qualifications is being promoted in England, Wales and Northern Ireland. The new GNVQs for young people in full-time education between the ages of 16 and 18 provide a broad-based preparation for a range of occupations and higher education, and are designed to have parity of esteem with GCE A levels. There arc three GNVQ_levels–Advanced, Intermediate and Foundation. An Advanced GNVQ; – called the vocational A level – requires a level of achievement broadly equal to two GCE A levels. GNVQs may also be taken in combination with other qualifications, such as GCE A levels or GCSEs.

GNVQs are accredited by the National Council for Vocational Qualifications. They are awarded by the City and Guilds of London Institute, the RSA Examinations Board and the Business and Technology Education Council (BTEC).

In 1996 an official report was published setting out an agenda for changes designed to raise standards in qualifications for 16- to 19-year-olds and increase participation and achievement in education and training for young people. Consequently, the Government plans to introduce a new qualifications framework in 1998 which willprovide for revised and strengthened general and vocational qualifications, offering young people more choice.

Skills valued by employers will be given a higher priority in the new framework. More young people will be offered the opportunity to gain a qualification in the three key skills of communication, numeracy and information technology which are already compulsory in GNVQs and some publicly-funded youth training schemes.

The Government has accepted the report's recommendation that a single organisation should oversee both academic and vocational qualifications in England by taking over the roles of the School Curriculum and Assessment Authority and the National Council for Vocational Qualifications. This will be created in 1997, subject to parliamentary approval. Similar arrangements are being considered for Wales.

Scotland

Pupils staying on at school after the end of compulsory education study for the Higher Grade Scottish Certificate of Education examination between the ages of 16 and 18; passes at this grade are the basis for entry to higher education or professional training. The Certificate of Sixth Year Studies (CSYS) is for pupils who have completed their Higher Grade main studies and who wish to continue studies in particular subjects.

A flexible system of vocational courses for 16- to 18-year-olds has been introduced in schools and colleges in disciplines such as business and administration, engineering and industrial production. These courses are also intended to meet the needs of many adults entering training or returning to education. The courses lead to the award of the non-advanced National Certificate, intended for students over 16 who have successfully completed a programme of vocational courses based on short study units. Similar unit-based courses arc also available at advanced levels, leading to the award of a Higher National Certificate or Diploma.

General Scottish Vocational Qualifications (General SVQs) are designed to meet the needs of 16- to 19-year-olds at school or in further education colleges. Broadly compatible with the GNVQs in the rest of Britain, General SVQs are a stepping-stone to higher education or further training. They are accredited and awarded by the Scottish Vocational Education Council (SCOTVEC).

A new five-level system of courses and awards for fifth- and sixth-year pupils will take effect in the late 1990s. Under this, Highers will remain as one of the levels but courses will be based on units of study of 40 or 80 hours, The recommended study time for each Higher will be extended from 120 hours to 160 hours. Existing courses of the Scottish Examinations Board and SCOTVEC will be drawn into a unified system of curriculum and assessment. Advanced Higher courses will be developed, incorporating the current Certificate of Sixth Year Studies and building on Highers to provide a two-year 320-hour course. Group awards will be available at all five levels. The Scottish Examinations Board and SCOTVEC will be replaced in 1997 by a single body called the Scottish Qualifications Authority.

Further Education Colleges

People over the age of 16 can also take courses in further education colleges. Much further education is work-related and vocational. Further education institutions supply much of the education element in government-sponsored training programmes. The number of students in further education is forecast to rise by 20 per cent between 1994 and 1999.

Table 27.2: Students Enrolled in Further Education in Britain

1984-85 1994-95

Further education

enrolments:"

Full-time 400,000 758,000

Part-time 3,126,000 3,061,000

All further

education 3,526,000 3,819,000

Source: Department for Education and Employment "Includes enrolments on Youth Training in public sector colleges and adult education centres.

Many students on further education courses attend part-time, either by day release or block release from employment or during the evenings. The system has strong ties with commerce and industry, and co-operation with business is encouraged by the Government and its agencies. Employers are normally involved in designing courses.

Courses are run by some 550 institutions of further education, many of which also offer higher education courses (see p. 459). In England and Wales each is controlled by an autonomous further education corporation and governing body with substantial representation from business. Scottish colleges are controlled by autonomous boards of management.

Funds are allocated to institutions by further education funding councils in England and Wales; part of the funding is not cash limited and is directly related to student numbers. The Scottish Office Education and Industry Department distributes funds to colleges in Scotland. In Northern Ireland further education colleges are financed via the education and library boards by the Department of Education. Institutions in England, Wales and Scotland are obliged to publish information about how they use their financial and other resources.

Funding councils in England and Wales send out independent inspectors to assess the quality of the education provided by colleges. They publish reports containing quality assessments, and colleges are obliged to explain how they will put things right if there are major criticisms. Each college has to publish information about its examination results annually. Colleges in Scotland are inspected by HM Inspectors of Schools (see p. 455) and in Northern Ireland by the Education and Training Inspectorate.

Vocational Qualifications

The National Council for Vocational Qualifications has established a framework of National Vocational Qualifications (NVQs) in England, Wales and Northern Ireland which offers equal access and opportunity for all. NVQs are applicable to nearly 90 per cent of jobs. National standards of competence, knowledge and understanding, which have to be demonstrated by successful candidates, are set by industry lead bodies (consisting of representatives of employers, trade unions and professional groups) supported by the Department for Education and Employment. Lead bodies are often formed by Industry Training Organisations (see p. 189). NVQs arc established at five levels:

• Level 1 – foundation

• Level 2 – basiccraft

• Level 3 – technician, advanced craft, supervisor

• Level 4 – higher technician, middle management

• Level 5 – middle to higher management, professional.

NVQs consist of units which set out the standards which the individual must reach in a range of tasks. The individual is assessed on the performance of these tasks, this process consisting of observation in the workplace. Assessment may also include practical simulation, oral questioning, assignments and course work.

In Scotland there is an analogous system of Scottish Vocational Qualifications (SVQs). NVQs and SVQs have mutual recognition throughout Britain.

Modern Apprenticeships, which started in 1995 (see p. 191), are employer-based and designed to train young people at work and qualify them to NVQJevel 3 or above.

Awarding Bodies

The National Council for Vocational Qualifications does not award NVQs. The three largest NVQ warding bodies are the City and Guilds of London Institute, the RSA Examinations Board and the London Chamber of Commerce and Industry Examinations Board. NVQs are also awarded by a large number of smaller organisations, many of which arc industry-specific or professional bodies. The awarding bodies examine and validate vocational education and training and their awards must meet the NVQ criteria and be submitted to the National Council for Vocational Qualifications for accreditation. Accreditation is given for a maximum of five years. Re-accreditation must then be sought.

In Scotland the Scottish Vocational Education Council is the national accreditation body and the main awarding organisation.

National Targets for Education and Training

The Government has endorsed new national targets for education and training announced in 1995 by the National Advisory Council for Education and Training Targets. The main targets, which have been set for the year 2000, are that:

• by age 19, 85 per cent of young people should achieve five GCSEs at Grade С or above, an Intermediate GNVQ or an NVQ Level 2; and

• by age 21, 60 per cent of young people should achieve two GCE A levels, an Advanced GNVQ or an NVQ Level 3.

There is a separate system of targets in Scotland for the year 2000. These are that:

• by the age of 19, 85 per cent of young people should attain SVQ Level II or five standard SCE grades (1-3) or equivalent; and

• by the age of 21, 70 per cent of young people should achieve SVQ Level III or three Highers (A-C).

HIGHER EDUCATION

Higher education, which consists of degree and equivalent courses, has experienced a dramatic expansion since the 1980s. The total number of full-time and part-time higher education students in Britain almost doubled between 1979 and 1995 to some 1.7 million. The proportion of young people entering full-time higher education is roughly one in three.

In order to maintain British expertise in science, engineering and technology, the Government has taken steps to promote these subjects at all levels.

Higher education institutions are responsible for providing high-quality education. The Higher Education Quality Council, financed by subscriptions from institutions, ensures that satisfactory quality control arrangements are in place. The higher education funding councils for England, Scotland and Wales (see below) carry out subject assessments of the quality of teaching and learning provision, publish regular report' on their findings and aim to ensure that any serious problems are put right by the university or college concerned. Acting on behalf of the Department of Education for Northern Ireland, the Higher Education Funding Council for England publishes reports on the quality of teaching and learning provision in the two Northern Ireland universities.

The Government has set up a National Committee of Inquiry into Higher Education to make recommendations on how the future shape, structure, size and funding of higher education should develop to meet needs over the next 20 years.

Finance

Higher education is largely financed by public funds, tuition fees for students paid through the student awards system and income received by institutions from research contracts and other sources.

Government finance for higher education institutions in England, Scotland and Wales is distributed by higher education funding councils responsible to their respective Secretary of State. In Northern Ireland grant is paid direct to the twouniversities by the Department of Education, following advice from the Northern Ireland Higher Education Council. The private University of Buckingham receives no public grants.

Table 27.3: Students Enrolled in Higher Education in Britain

1984-85 1994-95

Higher education

enrolments:^a

Full-time 573,000 1,150,000

Part-time^b 308,000 594,000

All higher

education 881,000 1,744,000

Source: Department for Education and Employment ^aExcludes nursing and paramedic enrolments, ^bIncludesthe Open University.

The funding councils and the Department of Education for Northern Ireland help meet the costs of teaching, research and related activities in all publicly funded universities and higher education colleges. In addition to teaching students, institutions undertake paid training, research or consultancy for commercial firms. Many establishments have endowments or receive grants from foundations and benefactors. Some 30 per cent of higher education income originates from private sources.

Student Grants and Loam

Over 95 per cent of full-time students resident in England and Wales on first degree and other comparable higher education courses receive mandatory awards covering tuition fees and a maintenance grant. The level of the grant depends on the income of the student and of the student's parents or spouse. Awards arc made by LEAs in England and Wales. TheGovernment reimburses in full the amount spent by education authorities on mandatory awards. Similar schemes are administered by the Student Awards Agency for Scotland and the Northern Ireland education and library boards. LEA grants for other courses can be given at their discretion.

Most students on courses of full-time, non-postgraduate higher education can also take out a loan to help pay their maintenance costs. Loans are not means tested and repayments are indexed to inflation. The scheme is designed to share the cost of student maintenance more equitably between students, parents and the taxpayer. In the academic year 1995-96 loans worth,£701 million were made to 559,902 students in Britain, representing 59 per cent of those eligible. Loans are administered by the Student Loans Company in Glasgow. In addition, legislation passed in 1996 allows banks and building societies to operate loan schemes at favourable rates.

Limited access funds administered by universities and colleges are available to people in cases where access to higher and further education might be inhibited by financial considerations or where students face real financial difficulties. In 1996-97, there is provision of £21.1 million in England, £4.3 million in Scotland, £1.7 million in Wales and £868,000 in Northern Ireland for this purpose.

Grants for postgraduate study are offered by the government education departments and by the research councils. Increasing numbers of scholarships are available from research charities, endowments and particular industries or companies.

Access Courses

Access and foundation courses provide a preparation and an appropriate test before enrolment on a course of higher education for prospective students who do not possess the standard entry qualifications (GCE A levels and equivalent qualifications). Many are from the ethnic minority communities.

The Scottish Wider Access Programme (SWAP) is designed to promote greater participation in higher education by mature students and those without the normal entry requirements. Successful completion of a SWAP course guarantees a higher education place.

Universities

There are some 90 universities in Britain, including the Open University. They are governed by royal charters or by Act of Parliament and enjoy academic freedom. They appoint their own staff, decide which students to admit, provide their own courses and award their own degrees. The universities of Oxford and Cambridge date from the 12th and 13th centuries, and the Scottish universities of St Andrews, Glasgow, Aberdeen and Edinburgh from the 14th and 15th centuries. All the other universities in Britain were founded in the 19th and 20th centuries. The 1960s saw considerable expansion in the number of new universities. The number of universities aiso jumped considerably in 1992, when polytechnics were given their own degree-awarding powers and were allowed to take the university title. At the same time, similar provision was made for higher education colleges which met certain criteria.

Applications for first degree courses are usually made through the Universities and Colleges Admission Service (UCAS), in Cheltenham.

First degree courses are mainly full-time and usually last three years in England, Wales and Northern Ireland. However, there are some four-year courses, and medical and veterinary courses normally require five years. All traditional first degree courses in Scotland require a minimum of three years' study (or four years to honours level). The ratio of staff to full-time students in England is about 1 to 16.5.

Universities offer courses in a wide range of subjects, including traditional arts subjects and science and technology. Some courses lead to the examinations of the chief professional bodies.

Many universities have close links with commerce and industry; some students have a job and attend on a part-time basis.

Degree titles vary according to the practice of each university. In England, Wales and Northern Ireland the most common titles for a first degree are Bachelor of Arts (BA) or Bachelor of Science (BSc) and for a second degree Master of Arts (MA), Master of Science (MSc), and Doctor of Philosophy (PhD). In the older Scottish universities Master is used for a first degree in arts subjects. Uniformity of standards between universities is promoted by employing external examiners for all university examinations.

Some universities are responsible for validating degrees at higher education institutions without degree-awarding powers.

Many staff combine research with teaching duties. The number of postgraduates has increased by over 53 per cent in the last decade; 74 per cent are on taught courses. The Government is encouraging universities to co-operate closely with industry on research. Around 50 science parks have been set up by higher education institutions in conjunction with industrial scientists and technologists to promote the development and commercial application of advanced technology.

The Open University

The Open University is a non-residential university offering degree and other courses for adult students of all ages in Britain, the European Union, Gibraltar, Slovenia and Switzerland.

The University uses a combination of specially produced printed texts, correspondence tuition, television and radio broadcasts, audio/video cassettes and computing. For some courses there are residential schools. There is a network of study centres for contact with part-time tutors and counsellors, and with fellow students. Formal academic qualifications are not required to register for most courses. Its first degrees are the BA (Open) or the BSc (Open), which are general degrees awarded on a system of credits for each course completed. There is also an M-Math degree for students who have taken an approved combination of courses specialising in mathematics, and an MEng degree for those who have taken an approved combination of courses to achieve the highest professional status of Chartered Engineer. In 1996 there were 104,373 registered undergraduates, and in all 143,828 first degrees have been awarded since the University started its courses in 1970.

The University also has a programme of higher degrees. About 9,900 students were registered on higher degree courses in 1996. There are also programmes for professionals in a variety of fields.

The University has advised many other countries on setting up similar institutions, and has contributed to projects such as the European Distance Education Network. It is financed by the Higher Education Funding Council for England.

Дата добавления: 2015-10-26