British Further Education. A Critical Textbook by A. J. Peters

By A. J. Peters

British extra schooling: A serious Textbook offers a coherent account of the method of additional schooling in nice Britain, that is outlined because the public provision for the schooling of people who've left institution, except at universities, faculties of schooling, or institutions run by way of the armed companies.
This publication discusses the goals of the nationwide method of extra schooling; how extra schooling is supplied; schooling for commercial ability; and part-time day schooling for all below 18 years of age. the subjects on early life carrier; additional schooling for the disabled and handicapped; and commonwealth family of British additional schooling also are elaborated during this book.
This textbook is helpful to scholars and researchers engaging in paintings at the enlargement of schooling in nice Britain.

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British Further Education. A Critical Textbook

British additional schooling: A serious Textbook offers a coherent account of the procedure of extra schooling in nice Britain, that is outlined because the public provision for the schooling of people who've left institution, except at universities, faculties of schooling, or institutions run through the armed prone.

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Aided voluntary bodies play a greater part in this sector. Authorities may also provide or aid special facilities for handicapped or disabled people, patients in hospitals, persons in prisons. Borstal institu­ tions or detention centres or released therefrom on licence, and young people detained in approved schools. The Scottish Act particularly mentions blind people. Short courses for teachers, youth leaders, wardens and so on niay be held in any kind of establishment. Thus there is much flexibility in the provision and use of establishments, and various combinations of kinds of education may be found in a single one.

On the impact of automation see Congress of the U S A : Report on Automation and Technological Change (1955); Institution of Production Engineers: The Automatic Factory: What does it Mean? (1955); and D S I R : Automation (1956). A short summary of expected technological trends of importance to education appeared in the second Brunton Report (1963), Chapter X I I . See also the Crowther (1959), third Oldfield-Davies (1961) and Newsom (1963) Reports. On the needs of youth and young workers see the Minister's Pamphlet No.

There was no sign of recognition of the economic, social-class and ideological roots, old and deep, of the cleavage between "education" and "industrial training". Ί he needs of students Categories of student Broadly there are eight major categories of person attending college, centre or club: adolescents attending full-time courses; adolescents training by part-time day or evening-only courses for skilled or semiskilled occupa­ tions, many being apprentices or sponsored trainees of some kind; adolescents in unskilled employment attending during their working time; adolescents enjoying recreational activities; adults, mostly young, taking full-time or THE AIMS OF T H E NATIONAL S Y S T E M 21 sandwich courses, mosdy advanced; adults training in occupational skills or improving their vocational qualifications mainly by evening study; adults attending non-vocational courses; and adults enjoying recreational activities.

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