Defends the contemporary effectiveness of the WEA (Workers' Educational Association). (AN)

Discusses the development of family centers in Great Britain by statutory and voluntary organizations. Includes a brief historical overview of family centers, current center models in practice, and issues related to centers. (RJC)

A representative from a British company presents his company's expectations regarding the new training services as provided by the Manpower Services Commission, the Employment Service Agency, and the Training Service Agency, in a presentation to the BACIE (British Association for Commercial and Industrial Education) national conference. (AG)

The chief executive of Britain's Employment Service Agency discusses the agency's success in publicizing and filling jobs, establishing a job center, promoting staff training, and related concerns in a paper presented to the BACIE (British Association for Commercial and Industrial Education) national conference. (AG)

Herein are discussed the reactions of visitors to the Oxfordshire schools; the new elements common to education in all the Oxfordshire schools, including vertical grouping, "unstreaming," open education, the integrated day, and the integrated curriculum; the role of the teachers in Oxfordshire's primary schools; the role of various…

In Britain university funding comes through Government research councils and the non-government University Grants Committee "block grants" used for a combination of research and instruction determined by each university. The author proposes a systems approach in which change is obtained at institutional level by rearranging the binding…

In a paper presented at the BACIE (British Association for Commercial and Industrial Education) national conference, the Training Services Agency director of planning and intelligence considers the agency's three major responsibilities: corrdinating the statutory industrial training boards, promoting training in other sectors, and administering…

The role of Great Britain's Council for National Academic Awards in relation to other government agencies concerned with the quality of public colleges is discussed, and the public sector's course review process is compared to that of the universities. (Author/MSE)

Using British examples, the author discusses ways that artists and arts organizations can and should become involved in classroom art education in partnership with teachers. (This paper was presented at the Aesthetic Education Conference, London, September 1980.) (SJL)

The present and historical role of the University Grants Committee (UGC) in Britain are analyzed with the conclusion that the organization, which was originally thought of as a buffer to protect universities from interference by Government, is by its scale and mode of operation now indistinguishable from a department of state. (JT)

Discusses (1) Britain's Federal legislation (effective in 1975) relating to equal job opportunities for women, especially jobs that involve training, e.g., industrial training, (2) the activities of the Working Party, set up to assist in carrying out legislative requirements, and (3) steps taken by an industry training board to handle future…

The author takes a critical look at the development, organization, personnel, and objectives of the Assessment of Performance Unit of England's Department of Education and Science. (SJL)

Children in out-of-home care risk losing contact with parents and others despite emphasis of the Children Act 1989. Contact is lower for children in foster care and as family support diminishes. Contact after adoption increases as methods of indirect contact developed by adoption agencies are implemented; lost contact for all children can be…

A survey of attitudes toward Britain's University Grants Committee as intermediary between government and universities shows that it secures the maximum self-government for the institutions at any given time. Economic and political pressures have dampened enthusiasm for the agency, but do not warrant abandoning it. (MSE)