The song remains the same: the selective tradition of technical rationality in adult education program planning theory

The purpose of this study is to depict the historical development of American adult education planning theory. We argue that adult education planning theory represents a ‘selective tradition’ promoting a dominant ‘discourse’ that privileges ‘technical rationality’. Using discourse analysis, we demonstrate how technical rationality emerged in the professionalization movement in the 1930s to dominate planning theory discourse, how technical rational planning theory became codified by 1950, and how little it has varied since. Using relational analysis, we juxtapose this dominant tradition of technical rational planning theory with historical examples of adult education to begin expanding our notions of what could count as legitimate planning practice and theory.     

Short Reports Examining the test: an evaluation of the police Standard Entrance Test in Scotland

This short report describes an evaluation of the instrument used for the selection of future police officers in Scotland – the Standard Entrance Test (SET). The study was commissioned by the Scottish Office and undertaken by the Scottish Council for Research in Education during 1995–6. The authors outline the project, report their main findings and identify groups which may have been disadvantaged. The outcome, a revised test, is currently being piloted with new entrants to the force.