苏格兰的风情

苏格兰是一个独特而质朴的地方,自然条件虽不得天独厚，历史的厚重感却随处可见，豪门望族的府第与城堡历历在目，还可以看见穿着民族服装的传统的游行队伍。这里有全欧洲最美的城市，诉说着苏格兰昔日的荣光。[第一段]     

Modern apprenticeships in Scotland

The paper provides an analysis of the take‐up of modern apprenticeships in Scotland for the period 1999–2001. The methodology includes secondary data sources and a case study. The findings indicate that, although the numbers participating in the MA scheme have increased, there remain major concerns both with completion rates and the quality of the programme. The authors also question the relevance of using pedagogically driven theoretical models to understand the complex and dynamic nature of work‐based employment practices.     

我来当侦探

苏格兰是一个美丽的地方,其首府爱丁堡素有“北方雅典”之称,这个国家有不少颇具特色的东西哦。你对哪样比较感兴趣呢？赶快作出你的选择,并带上你要完成的任务,开始你的苏格兰之旅吧！     

Special Education in Scotland

Robert Hughes, Under Secretary of State for Scotland, is interviewed by Stephen Jackson, who attempts to assess progress made since he criticised Scottish provision for training teachers of the handicapped in Special Education , September 1971     

Outdoor education in Scotland

Abstract

Although Scotland is part of the United Kingdom it has a distinct cultural identity and a separate education and legal system. These factors, which have influenced the development of outdoor education, are likely to have an even greater impact in the future following the re-establishment (after a break of almost 300 years since 1707) of a Scottish Parliament in 1999.

Scotland was one of the first countries in the world to formalise outdoor education. This was the result of a combination of factors:

• ? Geophysical and climatic factors together with landholding and land-use practices established in the 18th Century have ensured that much of Highland Scotland is depopulated and devoid of forests; leading to the perception that the area is a “wilderness” and therefore attractive for outdoor recreation.

• ? Exploration for political, economic and scientific reasons in the second half of the millennium, which both led to and developed from Britain's empire, stimulated a national taste for adventure as expressed in seafaring, mountaineering and polar exploration.

• ? Growth in wealth, mobility and leisure-time in the late 19th and 20th Centuries provided the means by which many more people could engage in their own, more modest adventures, leading to the development of stylised forms of outdoor activities in the UK.

Consequently the landscape and surrounding seas of Scotland have long presented challenges for outdoor recreation, and post-war development of outdoor education fitted quite naturally into this physical and social landscape.

In the 1960s and 1970s outdoor education (often formalised as physical outdoor activities and based on a residential experience) was extensively developed in Scotland and was of international significance. In recent years, primarily as a result of political effects, provision has been in some decline; a trend markedly at odds with the concurrent rapid growth in outdoor recreation. A shift away from public provision through the education service seems to be countered by growth in “charitable” and “private sector” provision, especially in the case of residential outdoor education centres.

Some concerns are raised about possible future trends, and the argument made that educational theory should be taken into account in the design of programmes which focus on personal and social education; or which capitalise on the learning potential of the landscape to encourage cultural awareness and principles of sustainability, which are seen as having both local and global significance.     

Movement and Drama in Scotland

Teachers in Scottish schools were asked about their attitudes to, and experience of, movement and drama, by Ken Byron, recently lecturer in drama, Hamilton College of Education, Lanarkshire, now teacher/adviser for drama in West Leicestershire     

Paid Educational Leave in Scotland

Same language subtitling (SLS) refers to the idea of subtitling motion media programmes (television and film) in the ‘same’ language as the audio. This simplest of additions in existing television programmes, especially film songs and music videos, can make a quantum contribution to the improvement of reading skills of over 325 million neo-literate people in India. Song videos are watched with great passion all over India, in every state and major language. Earlier work on SLS reported that it was found to enhance the entertainment value of televised songs for both literate and neo-literate viewers. This paper discusses a controlled experiment to ‘measure’ the impact of SLS on the reading skills of disadvantaged school children. The results confirm that SLS of film songs leads to reading skill improvement, thus reaffirming the enormous potential of this simple and economical approach for mass literacy skill development in India.     

Scotland and the 1981 Education Act

Bureaucratic, over-formal and time consuming, but strengthening parents' rights and sharpening up the accountability of professionals - these are among the main reactions to the recording procedures of the Education (Scotland) Act 1981 which a Scottish team discovered recently. Dr George Thomson and Alexander Budge, of the Department of Education, Edinburgh University, and Marianna Buultjens and Margaret Lee, Moray House College of Education, Edinburgh, report on aspects of their study of the reactions of professionals and parents concerned with the education of visually impaired children.