Suchergebnisse

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Summary of chapters -- Introduction: Historical understanding and philosophical reflection -- Purpose of the book -- Division of the book -- References -- Part I: Historical evolution of education - its meaning and provision -- Chapter 1: Developing pattern and meaning of education from early 19th century -- Elementary beginnings -- Shaping of national education through Royal commissions -- Elementary education for all: 1870 Education Act -- Development of technical education -- Interim conclusion: are there lessons to be learnt? -- References -- Chapter 2: Apprenticeships and practical learning: Lessons to be learnt -- Introduction -- Apprenticeships: a long tradition -- Apprenticeship and practical learning -- Philosophical issues: the nature of knowledge -- Practical engagement, aesthetic appreciation and human flourishing -- Conclusion -- References -- Chapter 3: Primary and secondary education for all -- Introduction -- Bryce Commission into secondary education 1895 -- Education Act, 1902 and developing arguments -- Looking to the future: issues emerging -- Approaching a partial resolution of the problems -- Reflections on the changing aims of education -- Onward to the 1944 education act -- Final victory for the common school -- Primary schools -- Conclusion: changing understanding of 'education' -- References -- Chapter 4: Further education and youth service -- Introduction: recognition of technical education -- Development of concept of apprenticeship -- Expansion of Further Education -- Expansion of qualifications -- Changing conception of education? -- Youth centres and youth work -- Conclusion -- References -- Chapter 5: The shifting sands of qualifications -- Beginning of a national system -- Need to respect practical and vocational education.

"The Future of Publicly Funded Faith Schools addresses and critically examines the arguments both for and against the continued maintenance of faith-based schools within a publicly funded state system. Addressing the issue systemically, first grounding the discussion in the practical world of education before raising the central philosophical issues stemming from faith-based eduction, it provides a balanced synthesis of the different arguments surrounding faith schools. The book expounds upon the different threats facing faith-based schools, including their percevied potential to undermine social cohesion within a multicultural society, and the questioning of their right to receive public funding, and examines what these mean for their future. Examining these threats, it questions: - What it means for a school to be 'faith-based' - The nature of religious education both within and without a faith-based school environment - The ethical, epistemological and political issues arising from faith-based education - The concepts of the common good and social cohesion - Whether there is possible reconciliation between opposing parties The Future of Publicly Funded Faith Schools makes a unique contribution to the literature in this area and is crucial reading for anyone interested in what the future holds for publicly funded faith schools including academics, researchers and postgraduate students in the fields of education, religious studies, policy and politics of education, sociology and philosophy"--

"Is there life after death for secondary education? This book focuses upon the quality of learning. Educational 'Reform', too often begins with qualifications, examinations, institutional provision, paths of progression. Whilst these are important, their value lies in the support they give to learning in its different forms. This book starts with the aims of education and progresses onto what it means to learn (practically, theoretically, morally) taking into account the very many different needs of the learners. In so doing, it will be both philosophical in analysis and empirical in example. So much is happening 'from down below' that goes unrecognised by policy makers. But innovations too often get hampered by government interventions, by a bureaucratic mentality and by failure to spread good practice. The general argument of the book, therefore, will be illustrated throughout with detailed references to practical developments in schools, colleges, the third sector, youth work, independent training providers and professional bodies, all expressed from an international angle"--

AbstractThere are several changes to the system of qualifications and examinations at ages 16 and 17, including the new English Baccalaureate. There are many problems: the constant churn in new qualifications reduces their vale to higher education and to employers; they are implemented without proper trialling; the EBacc in particular narrows the learning experience. There is a need for a moratorium on change and for a long, hard look by a non‐politically partisan advisory committee on the development of a qualification system.

Explores changing nature of public services, reforming teachers' pay, professionalism and professional development, and the language of education; Great Britain. Focus on changing view of management of public services and its relationship to professional practice.

Consideration of citizenship education in the UK requires an exploration of three areas: curriculum context, mode of teaching, & teaching context. The 1998 Crick Report Citizenship and the Teaching of Democracy in Schools will make citizenship a compulsory part of the curriculum at Key Stages 3 & 4. Critics assert that a body of research & knowledge on citizenship education is lacking, making it no more than the controversial opinions of individual teachers. However, some refinement of the recommendations could tie citizenship into the humanities, currently neglected, but meant to teach students of their humanness & create institutions, which respect that humanity. The author argues for attention to the skills, the procedural values, the virtues & dispositions to instill in young people; a respect for the right of teachers to participate & deliberate about the values that are taught; & a context where opinions are allowed & encouraged in a developmental process of criticism & evidence. L. A. Hoffman