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This paper presents an analysis of the peer-adjudicated grants awarded by the Science Research Council (SRC) between 1964–1975. During this period, some 12,000 grants were awarded via de peer-adjudication process representing some £120 million. Expenditures on ‘big science’ have not been included in the analysis.The aim of the analysis is to compare the intentions of SRC policy with the outcome of the decisions of the peer-review system. The conclusions pertain to two policy areas: (i) priorities, (ii) selectivity and concentration. With regard to the former, it is noted that as a proportion of total SRC commitments, the Nuclear Physics Board commitments have grown over the decade; the proportion of the Science Board's commitments have declined, especially in Chemistry, and there is no empirical evidence for increased priority for engineering. With regard to the latter, resources showed no changes in concentration index over the decade whether the data was analysed in terms of grants, scientists, departments or universities.Although in each case the outcome appears to be at variance with the policy intention, there is no evidence to suggest that either the SRC, or the scientists who constitute the peer-review system should have behaved differently. Rather, the intention has been to furnish reliable data on which future policy discussion might draw. 相似文献
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Maurice Crul 《European Journal of Education》2018,53(4):481-494
Most educational research examines school outcomes at certain stages or at the final stage of the school career. This article looks at the entire school career and the transition to the labour market. It focuses on key transitions to identify the educational institutional arrangements that either help or hinder school and labour market success among the most disadvantaged groups in the Netherlands: young people of Moroccan and Turkish descent. The Dutch educational system is one of the most complicated school systems in Europe. Consequently, parents and children have to make many ‘choices’ when navigating it. Many of these key ‘choice’ moments are selection points, either because they are not real choices but dependent upon a teacher’s recommendation or because parents and pupils need a great deal of information about the school system in order to make a choice. This usually results in inequalities for the most disadvantaged groups. Because selection is disguised as ‘choices’, the structural inequalities of the Dutch school system are not usually perceived as blocking mechanisms for disadvantaged students 相似文献
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Maurice Wenger 《Educational Media International》2013,50(4):183-187
Abstract This article looks at the development of the Prestel and TTNS systems of videotext and how they have come together to produce the Campus 2000 System which is becoming increasingly important in UK educational systems. 相似文献
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