The decline in the number of UK universities offering undergraduate degree programmes in subjects such as sciences, mathematics, modern languages and humanities has been well documented and is now of real concern. It appears that economics may be going through a decline in new (post-1992) UK universities with many economics programmes having been…

This paper reports the findings from two large-scale national online surveys carried out in 2009 and 2010, which explored the state of history teaching in English secondary schools. Large variation in provision was identified within comprehensive schools in response to national policy decisions and initiatives. Using the data from the surveys and…

Implementation refers to the process by which an intervention is put into practice. Research studies across multiple disciplines, including education, have consistently demonstrated that interventions are rarely implemented as designed and, crucially, that variability in implementation is related to variability in the achievement of expected…

The English education system has been shown over a long period to be catering poorly for the educational needs of gifted and talented students. In the last five years, however, a national policy and an associated strategy have been established, distinctively attempting to embed core provisions for gifted and talented students in the mainstream…

New Labour has placed inclusion at the centre of its educational agenda. Its policies have been characterised by an attempt to include disabled children, together with others identified as having "special educational needs", within the ordinary school system and the shifting of responsibility for meeting their needs to teachers in the ordinary…

This article examines secondary school admissions criteria in England. The analysis revealed that in a significant minority of schools, notably those responsible for their own admissions--voluntary-aided and foundation schools--a variety of criteria were used which appear to be designed to select certain groups of pupils and so exclude others.…

Concentrates on trends within the field of education during the 1960s and 1970s, with particular emphasis on historical circumstances, demographic trends, changes in public attitudes, financing for education, school dropouts, enrollment trends, testing and measurement emphases, and educational legislation. (DB)

Contrasts the characteristics of the 16- to 19-year-old population in England and Wales with some foreseeable requirements of industry and the economy in the 1980s. Major skill development programs are evaluated and various policy options are explored. (DB)

Suggests that institutions of higher education will meet future educational needs better if they reevaluate such areas as student starting and finishing ages, course length and continuity, curriculum, and the relationship between higher education institutions and the schools. (DB)

Focusing mainly on secondary schools in Great Britain, the article discusses educational problems which are likely to be of major importance in the 1980s. These include decreasing funds, demands for a return to basic objectives, controversy over centralization vs decentralization, and traditional vs alternative education. (DB)

Explores the gap between rhetoric and reality in the areas of adult education and continuing education, using Great Britain as an example. Emphasizes that existing provisions should be opened up to more students and that all adults should receive some form of educational entitlement. (DB)

Compares problems and practices of British public universities with those of the University of California. Topics discussed include administrative and authority patterns, decision-making processes, student characteristics, and planning objectives. (DB)

Traces educational developments in Germany after World War II and assesses the influence of British educational ideals on Germany's educational system. Information is based on "The British in Germany. Educational Reconstruction after 1945," by Arthur Hearnden. (DB)

Argues that educators should develop a useful theory of motivation and outlines general characteristics of such a theory. The theory is based on four sensitive periods in pupils' educational development from age 5 to age 15. The periods are characterized as mythic, romantic, philosophic, and ironic. (DB)

Maintains that the term "skills" has become too broad and vague to have any educational significance. Examples of obscure skills are presented, including skills of the historian, skills of relevance, skills for coping with innovation, and imagining skills. Educators should not use the term "skills" indiscriminately. (DB)