Pastoral Care in Initial Teacher Education: A Survey of Secondary Teacher Education Institutions

The study reported in this paper was undertaken to discover the extent of pastoral care training carried out during secondary initial teacher education. Questionnaires were sent to heads of initial teacher education institutions in England and Wales. It was found that institutions were likely to provide some form of training in pastoral care but the extent and method of training varied greatly between institutions. However, training in actual practical skills such as basic counselling skills was much less likely to be available. The authors conclude that there is still some considerable way to go before newly qualified teachers are likely to feel adequately prepared for their pastoral roles.     

Education for Australia's information future

Digital disruption and an increasingly networked society drive rapid change in many professions and a corresponding need for change in tertiary education. Across the world, information education has, to date, prepared graduates for employment in discrete professions, such as librarianship, records management, archives and teacher librarianship. However, contemporary information practices are less defined and are demanding of new professional skill-sets and understandings. This paper reports a study that consulted Australia's tertiary academics about the current circumstances of information education in the academy and elicited a vision and a concern for future directions in Australian information education.     

The rebirth of European publishing: An Anglo-European perspective of “1992”

The Single European Market heralds the biggest and most exciting change in English-language publishing since the Anglo-American copyright agreement was signed a century ago. Now the change is being driven by economic factors; by social, educational, and cultural elements; and by dreams of an age in which publishing prospers in a totally literate world. Philip Attenborough has been Chairman of Hodder & Stoughton, London, since 1975 and has been with the firm for 32 years, serving as export manager, director, and sales director. He has been a member of the Publishers Association Council since 1976 (and was its President from 1983 to 1985). He is a Director of Book Tokens Ltd, Chairman of the British Council Publishers Advisory Committee, and a member of the Executive Committee of the International Publishers Association. He is a former member of the British Library Advisory Council.     

Provision for youngsters with autistic spectrum disorders in mainstream schools: what parents say — and what parents want

Relatively little research has focused on parental perceptions and experience of educational provision in mainstream settings for children and young people with autism. Much of that which has been undertaken (and certainly that which is most widely cited) has tended to rely on samples which may not be sufficiently representative. In the study reported here, Philip Whitaker, of the Children and Young People's Service in Northamptonshire sought the views of every parent or carer of a child with an autistic spectrum condition living within one English county. Almost half the parents of the 350 children attending mainstream schools responded to a questionnaire exploring their experiences, views, attitudes and levels of satisfaction. The analysis looks at the differences and similarities between the experiences and views of the 'satisfied' and 'dissatisfied' groups of parents.
Overall, 61% of respondents reported themselves satisfied with the provision being made for their children. The extent to which parents felt that school staff understood (and empathised) with their children's difficulties, and the perceived flexibility of the schools' responses to the children's needs were the factors which most sharply differentiated the two groups of parents. The extent and quality of reciprocal communication between home and school also seemed strongly associated with levels of satisfaction. The two groups of parents shared many concerns, with the schools' role in promoting social development and social relationships emerging as a high priority. Philip Whitaker discusses the implications of these findings for schools and for the development of local authority provision founded in mainstreaming.     

Towards an indigenous African educational discourse: a philosophical reflection

The liberation of Africa and its peoples from centuries of racially discriminatory colonial rule and domination has far reaching implications for educational thought and practice. The transformation of educational discourse in Africa requires a philosophical framework that respects diversity, acknowledges lived experience and challenges the hegemony of Western forms of universal knowledge. In this article, the author argues that indigenous knowledge, as a system of African knowledge, can provide a useful philosophical framework for the construction of empowering knowledge that will enable communities in Africa to participate in their own educational development.