From the first co-operative trust school at Reddish Vale in Manchester in 2006, the following decade would witness a remarkable growth of 'co-operative schools' in England, which at one point numbered over 850. This paper outlines the key development of democratic education by the co-operative schools network. It explains the approach to democracy…

Discusses how particular leitmotifs emerged from the research concerning identity and groups, the resonance of landscape, collective and childhood memory and the particularity of site-specific theatre. Draws on two years of qualitative research of a many-layered theater education project taking place, annually, in Cornwall, England. Deconstructs…

Considers how Sally Mackey's deconstruction of landscape and memory in "Drama, Landscape and Memory: To Be Is To Be in Place" is a fascinating approach to potent tessellations of place, space, performance and identity and is certainly a welcome exploration of such ideas within an educational context. (SG)

Discusses the role of the supervisor who is directly responsible for a sandwich placement student in the workplace. Identifies and examines seven supervisory styles, highlights ways in which effective workplace supervision can enrich placement experience, and discusses placement management guidelines. (JOW)

Cooperative-education experiences of 80 Australian, 107 Dutch, 50 English, and 50 Scottish students were compared. Australian students expected higher workplace involvement, greater control, and more work pressure than did Dutch students. The Dutch had lower expectations of the social climate. Scottish students expected more autonomy on the job.…

Scotland and England now have systems of work-related higher education which differ from each other in important respects. While Scotland embarks on a process of modernising its existing system of Higher National Certificates and Diplomas, in England there has been a decisive shift away from this form of provision towards Foundation Degrees.…

Provides operational framework for defining and interpreting peer interventions. Recommends that consideration be given to what constitutes "peerness," the aims and methods of an intervention, and the ways in which peer educators are involved. Explains the distinction between "peer development" and "peer delivery,"…

Discusses practical problems encountered in evaluation of industrial training contributions to student performance in cooperative programs. Concludes that a nation-wide assessment scheme is needed to reach a higher validity. (CC)

Problems in evaluating cooperative training programs of British universities and companies in the manufacturing industry are discussed. A framework for evaluation and its application in one existing program (involving Molins Ltd., Brunel University, and Henley, The Management College), are presented. (MSE)

Reports the "Action Tract Project" (where a group of children with severe learning difficulties from a special school and a group of mainstream children from a neighboring high school in the South West of England) worked intensively together to produce a show "Together Again," which was performed for an invited audience.…

Describes an experience in which each member of an A-level chemistry class spent one week in an industrial setting. Includes comments by students and representatives of the companies. (CP)

A review of vocational education trends in Western Europe and Japan covers the following: curriculum and program structure, alternatives, cooperative education, on-the-job training, enrollments, admission, curriculum content, skills other than strictly occupational, mechanisms for curriculum development, and efficiency of training. (MSE)

Three reports on further education and a new training initiative in Great Britain are presented, based on a 1982 meeting of the Association of Vice Principals of Colleges, England. In "The New Training Initiative," Graham Kendall considers the philosophy and the development of vocational preparation. Three aspects of the new training…

This history of the "polytechnic experiment" covers the period from the establishment of a binary British higher education policy in the mid-1960s to the passage in 1992 of the Further and Higher Education Act, which abolished the binary policy and the polytechnic sector, thus enabling the polytechnics in England and Wales to acquire the…