Approaching the Modern ERM: A Plymouth Perspective

This article is a case study reviewing how the University of Plymouth approached the management of electronic resources and how the modern library environment provides significant challenges to current workflows and technologies. The article covers a brief history, the review of the market, and the implementation of the Alma integrated solution for resource management.     

Discussion of Socio‐scientific Issues: The role of science knowledge

This paper considers the relationship between science knowledge and the ability to engage in reasoned discussion of the social consequences of science. Through a study of over 200 school students aged 14–16 we show that the ability to engage in reasoned discussion of applications of gene technology is strongly influenced by the ability to recognize key issues, and that ability to recognize key issues requires some understanding of the relevant science. It is also influenced by the specificity of the context under discussion and personal experience. The requisite scientific knowledge base is relatively modest and can be effectively taught through brief teaching interventions that are well designed and contextualized. The implications for classroom practice are considered     

The engagement of mature distance students

An increasing proportion of tertiary students are aged 25 and over, and many of these students choose to study at a distance in order to more easily combine their studies with their family and work commitments. Higher attrition rates and lower course completion rates for this group highlight the need for a greater understanding of their student experience. To explore whether age and mode of study impact on student engagement, satisfaction, learning and departure intention, data from the Australasian Survey of Student Engagement from 1116 first-year undergraduate students from a single New Zealand university were analysed. Results confirm the influence of student engagement on both student satisfaction and learning, in particular the importance of a supportive learning environment. The findings suggest that while older and distance students are less likely to engage in active learning strategies with their fellow students, they have a much greater capacity to integrate their learning with their work experience. The finding that these students are as satisfied as the more traditional-aged, on-campus students suggests that their experience is different, but not second-rate. Universities need to build on the strengths of these students as well as provide greater opportunities for them to form collaborative relationships with similar students. Limitations stemming from the timing of the survey and the inherent limitations of cross-sectional surveys suggest the need for more in-depth longitudinal work to understand the changing nature of engagement for these students and to explore why they engage differently with their studies.     

Women studying childcare: integrating lives through adult education

Achieving organisational development through the enhancement of workplace learning is a popular recent strategy advocated in the management and business literatures. Yet what is learned is highly dependent on the workplace context. A lean production/just-in-time manufacturing environment is characterised by extreme time pressures. This paper outlines findings on how action learning was experienced in a manufacturing company employing lean production practices. An action learning program was implemented to foster learning in this company. Using a sociocultural framework, we describe how the production discourse surrounding lean production interacted with attempts to introduce reflective action and learning into that environment. The findings are that action learning practices were accommodated to a certain extent into the work routine during times of production stability, but were largely abandoned during times of crisis. Our analysis demonstrates that the cultural meaning of "work" in this lean production environment excluded all forms of "meaning" that were not visible, physical and targeted at immediate production needs. While there was evidence of individual personal and professional development achieved in this setting, there was little evidence to date of organisational development. The cultural hostility to non-urgent work hindered the reflective activity that could address the systemic issues that in turn could generate organisational development.     

AN ACCOUNT OF DEVELOPMENT WORK IN CAREERS EDUCATION AND GUIDANCE WITH A GROUP OF YOUNG OFFENDERS

This paper identifies the need for careers guidance agencies to work together with secure units for young offenders and young offenders’ institutions, in order to provide a holistic and rehabilitative experience for young offenders. The process of involvement should be to encourage the young people to engage in positive ways with a world from which they may have felt alienated; to prepare for transitions; to recognize and achieve ambitions, and improve self‐image whilst still in detention. This paper seeks to promote the concept and practice of programmes of treatment for young offenders, and to outline the part that careers education and guidance can play in that whole process.     

Comparison and evaluation of aspects of teacher education in Northern Ireland and the Republic of Ireland

This paper critically considers teacher education in Northern Ireland and the Republic of Ireland. It was stimulated by an exchange programme between student teachers from Northern Ireland and the Republic of Ireland for a period of school‐based work in each other's jurisdictions. It examines recent curricular developments, partnership with schools, college requirements and cultural diversity. It also contrasts the effects these have had on student teacher preparation, classroom delivery and tutor involvement in student teacher development. The highly prescribed and assessed Northern Ireland curriculum will be contrasted with that of the Republic of Ireland, which appears to offer more in terms of freedom, flexibility and independence in planning. Different supervisory practices and responsibilities for the assessment of student teachers' practical teaching will be compared in both jurisdictions. The tutors in the Republic of Ireland exercise more control over student teachers' preparation and professional development for teaching, while in Northern Ireland the partnership arrangements have given more influence to schools. The paper illuminates the shift of locus of control and influence of Colleges of Education in Northern Ireland in the education of student teachers, while in the Republic of Ireland Colleges of Education have retained their influence. The curricular expertise of supervisors in the Republic of Ireland is recognized and accepted by the schools, while in Northern Ireland the rise in significance of curriculum expertise in the Curriculum Advisory and Support Service (CASS) of the Education and Library Boards has undermined the influence and expertise of college tutors.

Cet article considère en critique l'éducation de professeur en Irlande du Nord et la République de l'Irlande. Elle a été stimulée par un programme d'échange entre les professeurs d'étudiant d'Irlande du Nord et la République de l'Irlande pendant une période d'école a basé le travail dans des juridictions de chacun. Elle examine des développements curriculaires récents, l'association avec des écoles, des conditions d'université et la diversité culturelle. Elle contraste également les effets que ceux‐ci ont eus sur la préparation de professeur d'étudiant, la livraison de salle de classe et la participation de précepteur dans le développement de professeur d'étudiant. Le programme d'études fortement prescrit et évalué de l'Irlande du Nord sera contrasté avec celui de la République de l'Irlande, qui semble offrir plus en termes de liberté, flexibilité et indépendance dans la planification. Différentes pratiques et responsabilités de surveillance de l'évaluation de l'enseignement pratique des professeurs d'étudiant seront comparées dans les deux juridictions. Les précepteurs dans la République de l'Irlande exercent plus de contrôle de la préparation des professeurs d'étudiant et du développement de professionnel pour enseigner tandis qu'en Irlande du Nord, les arrangements d'association ont donné plus d'influence aux écoles. Le papier élucide le décalage du lieu de la commande et influence des universités de l'éducation en Irlande du Nord dans l'éducation des professeurs d'étudiant, alors que dans la République de l'Irlande, les universités de l'éducation ont maintenu leur influence. L'expertise curriculaire des surveillants dans la République de l'Irlande est identifiée et admis par les écoles, alors qu'en Irlande du Nord l'élévation de la signification de l'expertise de programme d'études dans le programme d'études consultatif et le service de support (CASS) de l'éducation et des conseils de bibliothèque, a miné l'influence et l'expertise des précepteurs d'université.

Este papel crítico considerar profesor educación en Irlanda del Norte y república Irlanda. Fue estimulado por un programa del intercambio entre los profesores del estudiante de Irlanda del Norte y la república de Irlanda por un período de la escuela basó el trabajo en cada otras jurisdicciones. Examina progresos del plan de estudios recientes, sociedad con las escuelas, requisitos de la universidad y diversidad cultural. También pone en contraste los efectos que éstas han tenido en la preparación del profesor del estudiante, la entrega de la sala de clase y la implicación del profesor particular en el desarrollo del profesor del estudiante. El plan de estudios altamente prescrito y determinado de Irlanda del Norte será puesto en contraste con el de la república de Irlanda, que aparece ofrecer más en términos de la libertad, de la flexibilidad y de la independencia en el planeamiento. Las diversas prácticas y responsabilidades de supervisión del gravamen de la enseñanza práctica de los profesores del estudiante serán comparadas en ambas jurisdicciones. Los profesores particulares en la república de Irlanda ejercitan más control sobre mientras que la preparación de los profesores del estudiante y desarrollo del profesional para enseñar en Irlanda del Norte, los arreglos de la sociedad han dado más influencia a las escuelas. El papel ilumina la cambio del lugar geométrico del control e influencia de universidades de la educación en Irlanda del Norte en la educación de los profesores del estudiante, mientras que en la república de Irlanda, las universidades de la educación han conservado su influencia. La maestría del plan de estudios de supervisores en la república de Irlanda se reconoce y aceptado por las escuelas, en mientras que en Irlanda del Norte la subida de la significación de la maestría del plan de estudios el plan de estudios consultivo y el servicio de ayuda (CASS) de la educación y de los tableros de la biblioteca, ha minado la influencia y maestría de los profesores particulares de la universidad.

Sie dieses Papier betrachtet kritisch Lehrerausbildung in Nordirland und in der Republik von Irland. Es wurde durch ein Austauschprogramm zwischen Kursteilnehmerlehrern von Nordirland angeregt und die Republik von Irland während einer Periode der Schule gründete Arbeit in den jeder des anderen Jurisdiktionen. Sie überprüft neue Lehrplanentwicklungen, Teilhaberschaft mit Schulen, Hochschulanforderungen und kulturelle Verschiedenartigkeit. Sie kontrastiert auch die Effekte, die diese auf Kursteilnehmerlehrervorbereitung gehabt haben, Klassenzimmeranlieferung und Tutormiteinbeziehung in der Kursteilnehmerlehrerentwicklung. Der in hohem Grade vorgeschriebene und festgesetzte Nordirlandlehrplan wird zu dem der Republik von Irland kontrastiert, das scheint, mehr in Freiheit, Flexibilität und Unabhängigkeit in der Planung ausgedrückt anzubieten. Unterschiedliche Überwachungspraxis und Verantwortlichkeiten für die Einschätzung des praktischen Unterrichts der Kursteilnehmerlehrer werden in beiden Jurisdiktionen verglichen. Die Tutore in der Republik von Irland üben mehr Steuerung über Vorbereitung der Kursteilnehmerlehrer und Fachmanentwicklung für das Unterrichten während in Nordirland, die Teilhaberschaftsvorbereitungen haben gegeben mehr Einfluß zu den Schulen aus. Das Papier belichtet die Verschiebung des Ortes der Steuerung und Einfluß der Hochschulen der Ausbildung in Nordirland in der Ausbildung der Kursteilnehmerlehrer, während in der Republik von Irland, Hochschulen der Ausbildung ihren Einfluß behalten haben. Die Lehrplansachkenntnis der Inspektoren in der Republik von Irland wird erkannt und angenommen durch die Schulen, während in Nordirland hat der Aufstieg in der Bedeutung der Lehrplansachkenntnis im beratenden Lehrplan und im Beistandsservice (CASS) der Ausbildung und der Bibliothekbretter, den Einfluß und die Sachkenntnis der Hochschultutore untergraben.     

Approaches to costing adult literacy programmes,especially in Africa

Background

This study was originally prepared for the African Inter-Ministerial Conference on Literacy (September 2007) with the objective of analysing the costs of successful adult literacy programmes run both by government ministries, as well as international and national non-governmental organisations.

Objectives

This study aims to increase the evidence base available on costs by examining adult literacy programme costs in the context of operational details and budgeting processes. It was intended to add to the limited amount of data currently available, and to provide broad recommendations regarding the calculation of costs.

Methodology

In addition to estimates relating to costing currently available in the published literature, details of nine successful adult literacy programmes were obtained through a combination of web-searches, documentation received from organisers in response to an open-ended e-mail questionnaire and telephone calls. These are described, together with a presentation of their cost structure and our calculation of their unit costs. Particular attention was paid to ‘hidden’ costs in terms of central or provincial government costs, to contributions by NGOs and other partners and to in-kind contributions in examining the new empirical data.

Findings

Information from this study suggests that a realistic estimate of the costs of making an adult literate would be a minimum of US$100, the maximum estimate currently stated in LIFE documents. Despite an up to fivefold variation in unit costs with little obvious reason for this, the large diversity in modalities, objectives and target audience of the programmes explains much of the wide range in unit costs remarked upon by other authors.

Conclusions

We believe that it would be premature for any country to pre-define the appropriate costing structures, and what is an allowable range of unit costs, based on this information. Recommendations are made for what factors should be taken into account when calculating unit costs. Each country should consider making an inventory of the large scale programmes that exist or are being developed as a preliminary step to deciding whether or not it is appropriate to impose a costing framework or proposing a specific range of unit costs. However, there is a demonstrable need for more general agreement about the components that should be considered in any costing of an adult literacy programme.

Significance

This study contributes to the evidence base for developing a framework for analysing and allocating the costs of non-formal adult education projects in a manner to facilitate future planning.     

Causes of tension in post-observation feedback in pre-service teacher training: An alternative view

A central component in pre-service teacher training is teaching practice and feedback. In some cases, feedback results in disquiet and tension (Brandt, 2008). Many researchers attribute this tension to the incompatibility of the assessment and development roles that the trainer must perform. The research reported on here, however, suggests that tension may also be rooted in a difference in expectation amongst trainers and trainees about the purpose and performance of feedback. This can result in trainees not playing by the rules of the game (Roberts & Sarangi, 2001) either because they do not understand them or because they wish to challenge them.     

Month of Birth and Effect on Literacy,Behaviour and Referral to Psychological Service

The present study sought to examine the effect of month of birth on literacy, behaviour and referral to an educational psychology service. Information was obtained from two main sources; school based assessment (n = 334) and psychological referrals (n = 695). Results indicated there was a significant main effect, (p = < 0.01) between month of birth and performance on literacy measures and behaviour. A chi square analysis, taking into account monthly birth rates showed that children born at the end of the school year (May/June) in Northern Ireland i.e. the youngest in their class, appeared to be substantially over represented in referrals to a psychology service. Implications for schools and the psychology service are discussed in terms of equality issues.