scholarly journals 'Front-loaded' Vocational Education versus Lifelong Learning. A Critique of Current UK Government Policy

2003 ◽  
Vol 29 (2) ◽  
pp. 239-252 ◽  
Author(s):  
Christopher Winch ◽  
Linda Clarke
2016 ◽  
Vol 25 (3) ◽  
pp. 294-316 ◽  
Author(s):  
Chik Collins ◽  
Ian Levitt

This article reports findings of research into the far-reaching plan to ‘modernise’ the Scottish economy, which emerged from the mid-late 1950s and was formally adopted by government in the early 1960s. It shows the growing awareness amongst policy-makers from the mid-1960s as to the profoundly deleterious effects the implementation of the plan was having on Glasgow. By 1971 these effects were understood to be substantial with likely severe consequences for the future. Nonetheless, there was no proportionate adjustment to the regional policy which was creating these understood ‘unwanted’ outcomes, even when such was proposed by the Secretary of State for Scotland. After presenting these findings, the paper offers some consideration as to their relevance to the task of accounting for Glasgow's ‘excess mortality’. It is suggested that regional policy can be seen to have contributed to the accumulation of ‘vulnerabilities’, particularly in Glasgow but also more widely in Scotland, during the 1960s and 1970s, and that the impact of the post-1979 UK government policy agenda on these vulnerabilities is likely to have been salient in the increase in ‘excess mortality’ evident in subsequent years.


2005 ◽  
Vol 11 (3) ◽  
pp. 223-231 ◽  
Author(s):  
Monica Doshi ◽  
Nick Brown

Recent developments in medical education and in UK government policy for the training and service commitment of junior doctors have highlighted the need to examine clinical teaching. There is growing evidence of the effectiveness of more structured approaches to patient-based teaching. The scope of what can be taught includes the three domains of knowledge, skill and attitudes. There are proven models to deliver teaching not only of patient assessment and management but also of all aspects of the doctor–patient relationship. The application of patient-based teaching is entirely consonant with the rigours of the outcome-based approach to curriculum planning and delivery. The successful, thoughtful adoption of patient-based teaching is part of the ‘professionalisation’ of education in psychiatry that in turn begs questions about the learning, accreditation and reward of those involved as teachers at all levels.


2003 ◽  
Vol 2 (4) ◽  
pp. 285-294 ◽  
Author(s):  
Colin C. Williams

This paper aims to promote greater discussion and debate on the implications and legitimacy of the current UK government policy approach that seeks to nurture voluntary activity by encouraging participation in voluntary groups (formal volunteering) and neglects the cultivation of one-to-one help (informal volunteering). Analysing the 2001 Home Office Citizenship Survey data on the geographical variations in volunteering, this policy approach is argued to privilege the development of a volunteering culture characteristic of affluent areas and to fail to recognise and value the informal volunteering culture more characteristic of lower-income populations. Why this is the case and how it might be resolved is then considered.


2013 ◽  
Vol 44 ◽  
pp. 107-112
Author(s):  
Philip Kenrick

AbstractUK government policy is firmly directed, through the agencies which control university and research funding, towards a situation in which much academic output will be made accessible to all on the Internet without payment. This has far-reaching consequences for all academic publishers, including the Society, by no means all of which have yet been taken into account by the policy-makers. Members of the Society need to understand the issues and to consider how best to adapt to changing circumstances and to defend its position where necessary.


Author(s):  
C. R. G. Murray

Much of the judicial-dialogue debate implies that this process was initiated by the Human Rights Act, but developments since its enactment arguably refine the long-established process whereby the courts interact with the other branches of government. For example, when individuals (often supported by pressure groups) pursue rights-based claims they may do so not with the expectation that the courts will uphold their claim, but in the hope that judges will issue a declaration of incompatibility with which they can influence political debate. The Human Rights Act marks an increase in the volume (in both senses of the word) of such dialogue. Judges must now consider their decisions not only regarding their impact upon UK government policy but also with one eye towards ensuring that the European Court of Human Rights upholds their decisions. This chapter examines these efforts, focusing in particular on the growth in ‘protest cases’ before the courts.


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