Search results

In every field of human activity there are significant individual differences in performance. In some jobs, for instance, output can be measured objectively and, although the effect of various incentive schemes is to obscure the picture, there are occasions where some workers are twice as effective as others, even within a trained and experienced group. This kind of direct comparison tends to be made only in respect of operative tasks. In highly skilled specialist jobs and managerial posts it is extremely difficult to make objective and direct comparisons. But if one accepts earnings as at least an indication of performance, then there is marked variability in many occupations: the range of life‐earnings of one year's class of students qualifying as architects can, for instance, be taken to be very wide indeed. Achievements vary considerably at school too. The range of attainment in mathematics amongst 16 year‐olds is enormous. In some subjects an A stream may be more than a year ahead of other streams. And in any examination or test of scholastic attainment, the range of scores or of knowledge displayed can be quite dramatic.

Career Change is a rare book: a do‐it‐yourself kit for people obliged to look for a new job and contemplating a possible change of career. This is quite distinct from the several books which have been produced recently to help people to cope with unemployment and the search for a job. The book is designed to help those who either wish to change their career for personal reasons, or find themselves obliged to because they are redundant. It is practical and down‐to‐each, is well‐illustrated by examples, and can be read with interest and profit by those engaged in education and training as well as those for whom it was primarily written.

In September 1979 the City & Guilds of London Institute published, as an Occasional Paper, its evidence to the Committee of Inquiry on Teaching of Mathematics in Schools. The Institute's evidence was presented under the topic headings requested by the Committee:

The purpose of this paper is to provide a critical analysis of recent examples of action competence among young people engaged in democratic participatory action in sustainability programs in Australia. It explores examples of priorities identified for citizen action, the forms this action takes and the ways that democratic participation can achieve positive outcomes for future sustainability. It suggests multiple ways for developing action competence that provides further opportunities for authentic and engaging citizen action for youth connected to school- and community-based learning, in new and powerful ways.

This conceptual paper examines international literature on the theory of “action competence,” its significance for education for sustainability (EfS) and the ways it can inform education for young people’s democratic participatory citizenship and civic engagement. It analyses examples of the development of action competency among young people in Australia, including the problems and priorities identified for citizen action, the forms this action takes and how it can achieve positive outcomes for sustainability. Following this analysis, the paper suggests multiple ways for developing action competence in EfS in schools and communities in new and powerful ways.

Developing EfS to increase democratic and participatory action among young citizens is now widely regarded as an urgent education priority. There are growing exemplars of school and community organizations’ involvement in developing EfS learning and teaching to increase participatory citizenship. Young people are being empowered to develop a greater sense of agency through involvement in programs that develop action competence with a focus on sustainability in and out of school. New forms of participation include student action teams and peer collaboration among youth who are marshaling social media and direction action to achieve change.

It contributes to the literature on multiple ways for developing action competence in EfS.

Belbin′s Self‐Perception Inventory (SPI) has become a standard trainers′ tool. Interplace II has developed the original concepts, ironed out the weaknesses of the SPI and made progress in the field of team building. Examples are given of the specific assistance that can be obtained from the program, together with useful pointers for new users.

Fraud is not yet universally recognised or understood as a crime, in the way that theft is. All sectors of our society recognise shoplifting as a crime, whereas an exaggerated insurance claim tends to be seen more as a matter of personal morality than public law and order.

The modest publication is the Annual Report of the Council for Education Technology, the government‐funded body with a UK remit to promote the application and development of educational technology. This booklet not only provides a review of the Council's activities to September '78 but also includes the Council's 1978 statement in the great education debate Educational Technology: a contribution to the improvement of education. Perhaps one can't expect such a document to be more than general in character, but I found some sections so general as to become vague. Take, for instance, the passage on teachers' professional expertise:

A major complaint by those offering carrers guidance to adults is the lack of suitable carrer literature. Compromising adults obviously can make considerable use of literature meant for school and college leavers, but often there is translation to be done and questions left unanswered. It was this gap that led me to produce a modest attempt at guidance for adults in Carrer Change published by CRAC. Now we have a partly complementary volume offering information for adults seeking self‐development mainly via education.

Standards for assessing and managing suicide risk were developed and incorporated into a guidance manual for general practitioners. The effects of the manual on opinions and practice were evaluated using a quasi‐experimental controlled before/after design, comparing participating general practitioners with others who did not use the manual. Thirty four general practitioners participated over a six‐month period. The intervention group showed changes in perceptions, with increased satisfaction with their own methods and in their recognition and assessment of suicide risk. Their practice changed, with increased recording of relevant factors in notes. The comparison group did not change in these ways. It is concluded that general practitioners’ practice and opinions in assessing and managing suicide risk were significantly improved using a minimal intervention. Given the importance of the topic and the small size of this study, further research is needed, examining changes in professional practice, knowledge and attitudes.