Richard Evans returns to his soap box on the issue of computers and their possibly negative impact on education A recent BBC World Service programme presented by Michael Rosen raised a number of interesting issues regarding the impact of the declining use of narration in popular films on reading skills. An American film critic on the programme voiced his concerns about Hollywood productions which were increasingly superficial and undemanding on the audience. Too often, the films were formulaic in character e.g. car chases, explosions, sex and special effects with predictable and superficial story lines and plots. The audience were primarily
Browsing All 153 Articles Alphabetically — A to Z
REBALANCING THE ECONOMY
Richard Evans is the Chairman of the CIPHE’s Education and Training Group. In this issue of ETM, he looks at some of the problems affecting colleges. What are the issues? What impact has the government’s strategy to rebalance the economy and re-establish the manufacturing base of the country had on colleges? The current picture is very mixed. It’s mainly negative in spite of the apparent commitment to apprenticeships with statements about improving technical and vocational education and training in FE colleges and training providers, both of which significantly contribute to strategies for rebalancing the economy. However the current commentaries in
Rediscovering Cinderella.
Dick Evans looks at the Select Committee report and George Low assesses its impact. Announcing her committee’s sixth report, Mrs Margaret Hodge MP said she hoped it would give the Cinderella service of FE the status it deserved. After the shambles of the mythical White Paper on lifelong learning, which then turned green at the edges before dropping off the tree, a good long look at fe was overdue. With the arrival of the Select Committee’s sixth report we were not disappointed. This is a balanced, realistic and seminal report with an evidence base which engenders confidence. With its working detail and
Reflections on Learning Resources.
(Colleges and Providers). Dick Evans. Educational Consultant ABSTRACT: A reflection on the wider implications of the Learning and Skills legislation and developments in the Further Education Sector reinforces the centrality of the learner. The Inspection System has progressively moved colleges towards this perception for a fuller understanding of the significant role of Learning Resources, however defined. This theme, which has consistently been promoted by the LRDG in publications and conferences, should now attain its full significance. As a result of a recent LRDG conference on the impact of the common inspection framework I reflected on the wider implications of the Teaming
Reversing the Spiral of Decline
Dick Evans argues for a career-based curriculum A recent report (Smith 2004) has again highlighted the concerns about the state of mathematics and its teaching in schools. Questions continue to arise about its purpose and centrality in the national curriculum, in addition, concerns are being raised about the quality and quantity of students entering higher education to study courses that require mathematics. We live in a technological society based on maths and science, so it is perplexing that schools, colleges and universities continue to turn out students in large numbers who not only lack adequate numeracy skills but also constantly
Science and Policy Making.
Following a recent fascinating lecture organised by the Foundation of Science and Technology (Royal Society) on ‘Science and Policy’, I reflected on the possible implications for scientists as policy makers and/or socio-political influences and the resultant responsibilities of educational provides, whether in schools, colleges or universities. The role and influence of scientists in formulating national policy has never been more important. The scientific dimension is but one of a number of a wider range of complex and interacting dimensions associated with the social/political/ financial domain. With the increasing concerns about the long-term consequences of scientific and technological developments on the
Science education and museums
Sadly, colleges and universities have not fully appreciated the massive wealth that is contained within many museums around the country. Science and technology are particularly well catered for, not only in the traditional museums, but also in more specialist facilities like those available in London, Liverpool, Runcorn, Manchester and Bristol, as well as in a number of science exploratory centres around the country. Other possibilities exist too. Colleges could establish stronger links with the multitude of scientific associations, clubs and groups that are active throughout the UK. A recent report from the Department of National Heritage, “A Common Wealth –
Science Struggles as a Sustainable Symbol of Survival.
Science education post-16 is facing major threats, particularly vocational science in further education. University science faculties struggle each year to hit targets. They are increasingly lowering their entry requirements and poaching students already enrolled for college higher national diplomas. Reasons for the threats include the continued hostility to science and technology, particularly the vocational awards, despite a world increasingly oriented towards science and technology. If Britain is to survive as a global economy and deal with changes from the information revolution, we need more employees highly qualified in science and technology and more basic scientific literacy among the general public.
Science, Technology and Civilisation in China
This is a transcript of a talk given in May 2014 at the Chinese Cultural Centre in Valletta This commentary attempts to build on the PowerPoint presentation and provide more detail about the topic. I cannot do justice to the theme because of the time constraints and the immense amount of material relating to the topic. One of the most fascinating aspects of Chinese history is the significant advances made over many thousands of years in astronomy, mathematics, science and technology. Many of these discoveries and inventions were made long before similar advances in the West. For example
Short on skills: Part 4
Science. Dick Evans continues his series looking at issues associated with a number of strategically important subjects, for example engineering, manufacturing, construction and mathematics. The difficulties with the subjects above reflect many of the issues associated with the fundamental problems that this country is experiencing in terms of competing successfully in a global economy, producing and sustaining a highly qualified workforce and improving productivity. The previous articles have shown that a number of the difficulties are associated with the education and training programmes, whether at school or post-school stages. This article focuses on science as, along with mathematics, it is