bluuebunny/crossref_metadata_2025 huggingface dataset:
M.A. (Retail Distribution)?
Authors: Hawkins T.H.
Published: February 2008

THE AMERICAN lead in retail education was shown only too clearly at a Conference held at Scheveningen, Holland, from 16th–18th May 1962, under the auspices of the Office for Economic Co‐operation and Development.
RESEARCH in TECHNICAL EDUCATION
Authors: Cotgrove S.F.
Published: February 2008

These are summaries of the main points made by the principal speakers at the recent Colloquium on Research in Technical Education. The press was excluded from the colloquium because of ‘shortage of accommodation’ (it took place at Eltham Palace, London.) The summaries were provided by the National Foundation for Educational Research in England and Wales.
TEACHING MACHINES ARE A PROBLEM
Authors: Goodman Richard
Published: February 2008

ALTHOUGH SOME attention has been devoted recently to the nature of teaching machines, very little thought has been given to the problems that will be encountered in their introduction and use. This article is an attempt to envisage and think about some of those difficulties.
CRAFTSMEN AND TECHNICIANS IN SPAIN
Authors: McSweeny J.H.
Published: February 2008

The Spaniards make a fine showing at the International Apprentice Competition. They manage to do so pretty consistently for a country which is not in the front rank of technical progress. But Spain is pulling itself up industrially and — here again — education and training make good bootstrings. Following the series on ‘how Russia does it’, here is the first of a short series on Spain
CRAFTSMEN AND TECHNICIANS IN SPAIN 2
Authors: McSweeny J.H.
Published: February 2008

Why is the training of craftsmen in Spain of interest to the British reader? Because Spain, in her endeavours to improve her economic condition examined the possible methods of craftsmen training and decided to re‐organise the system completely. It did so by the law of 1955. A study of all the possible methods of apprenticeship was involved, and the outcome has been to decide that apprenticeship in school, basically of three years' duration, is the appropriate method. At a time when we are discussing whether our traditional apprenticeship of five years ‘on the job’ is suitable, the experience of a country which has had to rebuild its system is of interest.
CRAFTSMEN AND TECHNICIANS IN SPAIN
Authors: McSweeny J.H.
Published: February 2008

The Universidades Laborales are probably the most important recent development in Spanish technical education. They are remarkable because educational establishments of this type are not to be found in any other country.
MASS, WEIGHT AND ‘g’
Authors: Crease W.E.
Published: February 2008

THE CAPACITY of students for misusing ‘g’ is referred to in most textbooks on mechanics, and various devices are offered for getting ‘g’ in the right place, m = being the commonest. The author suggests that students get ‘g’ wrong not because they are incompetent, but because hardly one textbook agrees with another on the definition of weight and ‘g’.
INDUSTRIAL ORIENTATION IN SWEDISH SCHOOLS
Authors: Lynn John , Birgitta Brune Fru
Published: February 2008

A conversation on the Swedish method of vocational guidance based on the school. A notable feature is that pupils not only visit factories and work‐places, but spend short periods working in them as well. The Swedish educational system is being changed radically, and the new approach to vocational guidance and placement discussed here forms an important part of it.
CONTINENTAL SYSTEMS OF ADULT TRAINING
Authors: Mirfin Derick
Published: February 2008

This is the concluding article in the series. Last month the subject was Sweden, and in December 1962 arrangements in France and Holland were described
The Training Bill — The Case for More Information
Authors: Wellens John
Published: February 2008

FOUR MONTHS have now elapsed since the publication of the White Paper on Industrial Training; debates have been held in both Houses. On the credit side has appeared, basically, only one major change: we can point to a definite acceptance, lamentably late in the day, of the need for a new attitude towards training. The modern and more realistic attitude has, perhaps, been best expressed by Lord Eccles in the Lords debate when he said:
BBCtv Series on Engineering — some thoughts after the first year's programmes
Authors: Hall Geoffrey
Published: February 2008

TWELVE MONTHS — and a good many headaches — ago I wrote here to introduce a new venture in educational broadcasting: the BBC's television series, ‘Engineering Science’ for the General Course. Reading that article now I am surprised at how confident I managed to sound, for in spite of a strong belief in the educational possibilities of television I was, to say the least, apprehensive about this particular assignment. This new type of television programme required a new way of thinking and new production techniques. The audience — students and lecturers alike — had, for the most part, little experience in the use of television as an aid to learning. The college organisation was usually not geared to take account of this inflexible intruder. Even the syllabus was new.
PRACTICAL WORK
Authors: Longden J.
Published: February 2008

Mechanical Engineering Craft Practice 1. IF ONLY because the majority of our future craftsmen in general engineering are, or should be, taking it, the Mechanical Engineering Craft Practice course is an extremely important one. From this course these young men will expect to obtain a high proportion of the technical knowledge which they will need to help them meet the demands of the future. When the proposals of the White Paper on Industrial Training come into effect, we may expect technical studies to be compulsory, indeed they will very probably form a part of the over‐all qualifying procedure. A course of the MECP type is an essential companion to practical training.
TRAINING THE TRAINING OFFICER … 1
Authors: Wellens John
Published: February 2008

Formal training courses for training officers have been started, the training of instructors has recently been expanded, the call for a professional body for training officers has been sounded again in this journal and is resisted — in this issue — by the existing bodies; a key industrial training appointment has been made way over the heads of industrial training officers. Altogether, it isn't too early to take a look at the present position — and future — of industrial officers
VALUE FOR MONEY IN TRAINING …2
Authors: Allen Keith R.
Published: February 2008

IN LAST MONTH'S article under the sub‐title ‘The Framework of Efficiency’, three main ideas were put forward:
Towards an Association of Industrial Training Officers
Authors: Stevenson A.W.
Published: February 2008

IN HIS LETTER in your December issue, Mr Hammond is concerned about establishing a sound basis for a profession because of the wide diversity of responsibilities and qualifications (or lack of them) of existing training officers. This itself is one of the fundamental reasons for creating a profession so that, no matter in what category the training officer is actually employed, he is competent in the art of training in the broadest sense.
EXTRACTS FROM THE REPORT
Authors: COTGROVE STEPHEN
Published: February 2008

Report Ch XI: PART‐TIME STUDY AND PROFESSIONAL EDUCATION 510. Our terms of reference relate to full‐time higher education. Our picture of the future pattern would, however, be incomplete if it did not refer to other forms of higher education. As we showed in Chapter III, a considerable amount of work at degree level is done by part‐time or private study, together with much other work falling within the definition of higher education set out in Chapter I. Some universities afford facilities for part‐time work, but most part‐time study takes place in further education. Other work, sometimes of a high quality, is done by students working alone or under the guidance of the correspondence colleges. Up to the present, part‐time higher education has been growing at the same rate as full‐time education, and we believe that it must continue to grow. As access to full‐time courses becomes easier the rate of growth may sharply diminish, but in the period up to 1980–81 the indications are that total numbers will not fall.
Notes and News
Authors: Evans Noel
Published: February 2008

The British Employers' Confederation describes the plan to raise the school‐leaving age to 16 in 1970–1 as a “welcome change”, and expresses the hope that the extra year of full‐time education might be spent either in a school or in a technical college. The BEC repeats its statement to the Newsom Committee to the effect that Industry expects its new entrants to have a sound knowledge of the basic subjects, rather than technical skills which could best be imparted by industry itself.
TEACHING WITH CCTV
Authors: RATCLIFF B.T.B.
Published: February 2008

The products of our technological achievement are urgently needed now—back at the source of their inspiration. Educationists need them, whether they realise it or not, and must be ready to receive them.
FEEDBACK FOR TEACHERS OF ENGINEERING DRAWING
Authors: Cook S.J. , Thurlow D.L.
Published: February 2008

The remainder of the questions from the Slough College survey of industrial drawing office practice
8 Electronics in slow motion
Authors: Palmer T.
Published: February 2008

As the time available for electronics is often limited in National Certificate courses, demonstrations that are quick as well as clear are usually welcome. The following demonstration of the operation of a simple amplifier is suggested as suitable for students in, say, the O.2 year. It relics on the principle that students can appreciate more readily how a system functions if its speed of operation is considerably reduced. The effect is rather akin to the slow‐motion sequences produced from a high‐speed cine‐camera.
10 Experiments in automatic control
Authors: Morris N.M.
Published: February 2008

The North Staffordshire College of Technology is situated in an area which supports many heavy industries. The demand for courses in automatic control has been growing in recent years and many experiments have been devised to illustrate the operation of industrial systems, e.g. voltage regulators, speed regulators, etc. Various forms of power amplifier, e.g. rotating, magnetic, electronic, are also introduced into these systems to illustrate various practical techniques necessary for stabilisation.
12 Demonstration experiments
Authors: Pridham G.J.
Published: February 2008

Demonstrations, preferably given during the course of lectures, are a great help in ensuring students' understanding of electronic devices and circuits. The fact that large, multi‐channel demonstration oscillo‐scopes are available and that components and power units are small, means that semiconductor demonstrations in particular can be mounted quite easily. Typical of the demonstrations developed at Enfield are those illustrating the characteristics and applications of the silicon controlled rectifier and the comparison of the characteristics of multi‐grid valves.
Discussion
Authors: HICKS L.
Published: February 2008

I read with interest the article by J. B. Brown of Skefko on the appointment of the Central Training Council. I would disagree with his statement that the Government intends to do nothing about training standards by not appointing practical training officers to the board. The training officer will play the largest part in the implementation of the Industrial Training Act by ensuring that his company takes full benefit from what the Act can do to help raise standards of training in every sphere of industry. I have no doubts whatsoever that experienced training officers will be co‐opted to the Regional and District Board, where their first hand knowledge of local conditions will be most useful.
Symposium Part 3 Electronic and control laboratories
Authors: Foxcroft G.E.
Published: February 2008

In the case of at least one examining board, work in electronics at ‘A’ level has, until recently, consisted of the diode, simple rectification, and the construction and use of a CRO. ‘S’ level candidates studied in addition the triode and a simple voltage amplifier.
Further thoughts on induction and guidance
Authors: COOPER BRUCE M.
Published: February 2008

The July 1963 issue of TECHNICAL EDUCATION carried an account of an Induction/Guidance course planned for full‐time students who were entering a General Studies Department in a technical college for the first time. This account aroused wide‐spread interest throughout the British Isles and as far afield as Rhodesia, judging by the requests for copies of the report on the course.
The impertinence of the Institution of Mechanical Engineers
Authors: HELSDON R.M.
Published: February 2008

It appears reasonable to assume that the legitimate functions in the field of education of the Institution of Mechanical Engineers on the one hand, and the mechanical engineering departments of our Universities and Technical Colleges on the other, are for the Institution to decide what shall be taught and for the engineering departments to provide the physical means (i.e. buildings, staff and equipment) and the educational know‐how (i.e. teaching methods) for giving young engineers the kind of knowledge the Institution requires.
Evening class wastage
Authors: AHIER V.
Published: February 2008

Bruce Cooper's article highlights an important problem and an attempt was made last year locally to tackle this by having a Youth Employment Officer on duty at evening institute and College of Technology enrolment nights. The experiment was only a partial success but worth repeating as it was felt that the attempt was justified. It is important, however, that such information and advice is accurate but if Bruce Cooper is going to advise people with no GCE passes to take the examinations of the Chartered Institute of Secretaries, he will run into considerable trouble.
Models for Electrical Engineering Teaching
Authors: MANNELL A.V.
Published: February 2008

7 Model to show the action of a single phase induction motor The model shows that the sinusoidally varying m.m.f. produced by a coil can be resolved into forward and backward travelling components.
Unified electrical machine theory in National Certificate courses
Authors: DORWARD L.F. , KULKARNI D.V.
Published: February 2008

During the last few years the teaching of electrical machinery has been increasingly influenced by the unified theory proposed by Gabriel Kron. This theory has been the subject, at graduate level, of a number of special courses and it is likely that, in common with degree syllabuses, it will be introduced in Dip. Tech. courses. While it is true that a complete understanding of the theory requires elaborate mathematics, the physical basis of the theory can be usefully established when a student commences his study of electrical machines, e.g. at the ONC level.
A lecture theatre and photographic darkroom
Authors: PALMER R.S.J.
Published: February 2008

Making a lecture theatre out of an ordinary lecture room is perhaps a sufficiently unusual venture to warrant passing on my experience — especially as there seems to be a lack of information on the subject of lecture accommodation in general.
Automation and the labour force of the future
Authors: WELLENS JOHN
Published: February 2008

I was discussing the Henniker‐Heaton report on day release with a most fervent, earnest young engineering managing director. We talked about the target increase of 250,000 more juveniles over a period of five years, the target set by the committee. We recalled that a similar target had been set in 1956 in the White Paper and that it had not been achieved. The engineer gripped me by the arm and said, excitedly and with a feeling of intense impatience at society for being so dense as not to see his point, ‘Of course it was not achieved. How could it be. There was no feedback’.
Discussion
Authors: MORLEY S.A. , DAVIES J.C.
Published: February 2008

Many of the new CSE Regional Boards have now issued their syllabuses and specimen papers, and large numbers of candidates will be taking the first examinations next May.
The computer as an aid to design: the Nordisk story
Authors: WELLENS JOHN
Published: February 2008

Modernisation! That's the thing. New cities, new houses, new factories, new schools, new roads, new ways of doing things: all these are implied by the term modernisation. But above all else modernisation implies new ways of deploying our resources, material and human. Nowhere is this illustrated more graphically than in the modern way in which new roads are planned. Planning and building a motorway is one of the most complex activities of the modern industrial society: it brings together such diverse specialists as town planners, surveyors, lawyers, engineers, politicians and a whole host of highly skilled people of all sorts.
Engineering Drawing: what should we teach?
Authors: LOUKES H.
Published: February 2008

No subject requires more critical analysis of its syllabus, course content, scheme of work, or in fact its whole conception and approach, than Engineering Drawing. At Eastleigh Technical College we have embarked on the development of a system of teaching and presentation which we believe will be more appropriate to the requirements of students than the present conventional approach which tends to teach drawing for drawing's sake, and almost to omit its main function.
Robbins — in Wonderland?
Authors: HELSDON R.M.
Published: February 2008

How many individuals, committees and authorities who quote from the imposing array of statistics in the Robbins Report, in support of their demands for increases in the provision for technological education, and how many of those at whom these demands are directed, are fully aware of the Alice‐in‐Wonderland method adopted by the Robbins Committee in their attempt to estimate the future demands for higher education?
Implementing the Act … a progress report
Authors: WELLENS JOHN
Published: February 2008

The Central Training Council first met on 4th June 1964 and since then has established five committees: a Scottish committee, a Welsh committee, a general policy committee, and a commercial and clerical committee. The fifth one, on research, is the latest to be formed (see page 54).
The head of department and his work
Authors: BROSAN G.S.
Published: February 2008

The conventional wisdom has it that a Head of Department fits neatly into a perfect job specification, that he carries out all the tasks of the perfect manager by planning, organising, commanding, controlling and co‐ordinating. This requires the attributes of an archangel which most Heads — being human — do not possess.
Implementing the Act … progress report 4
Authors: WELLENS JOHN
Published: February 2008

‘Levy lore’ is how John Wellens describes the fascination this device holds for people. The trouble is that new training, which is presumably what the Industrial Training Act is really about could receive only marginal attention
A simple air track
Authors: Jardine J.
Published: February 2008

Apparatus which will demonstrate the conservation of linear momentum is usually expensive or complicated. This is not really surprising if we consider the requirements. First of all friction must be negligibly small, and secondly an accurate method of measuring velocity must be found. The linear air track satisfies the first of these needs, and stroboscopic photography or electric stop clocks can be used to measure velocity.
Engineering ITB's Chief Training and Education Officer
Authors: Lindsay Arnold
Published: February 2008

The sorry, cynical, but relentless liquidation of the professional training officer continues unabated at the Engineering ITB. Denied a place on the Board because of the form of the Act, he has clung to the hope that certain of the important permanent official posts would be filled by people drawn from the industrial training profession. One after another the posts on the Engineering ITB have been filled by people from outside the profession. Those who sought to excuse the exclusion of the training officer from the higher ranks of his own business have always fallen back on the comforting assertion that at least the Chief Training Officer would be appointed from the ranks of the profession.
Brussels in May
Authors: Briston Adrian
Published: February 2008

This summer, for the first time since the highly successful excursion to Holland in 1961, the Summer Meeting of the ATI has been held abroad. Brussels in May! Not perhaps so romantic as Paris in the Spring, but a fair runner‐up. In any case most of us are past that sort of thing.
Programmed learning: Why hold back?
Authors: BAILEY R.
Published: February 2008

It is more than a decade since Skinner's first publication on programmed instruction. In the interim period American schools and colleges have adopted the technique with characteristic enthusiasm and vigour, whilst in the USSR there has been a similar ready realisation of its educational value at many levels of teaching.
Programmed learning techniques: a survey
Authors: BEAUMONT A.J.
Published: February 2008

Programmed learning and teaching machines have been classified traditionally as linear or branching. In the light of recent developments this division is no longer adequate, but it still forms a useful starting point. Techniques will be classified here as linear, branching, and ‘later’, but before considering them separately their common factors should be emphasised.
Group training under the Act
Authors: WELLENS JOHN
Published: February 2008

It is natural that there should be, at this present time, a renewal of interest in group training schemes — or, as they are often called, group apprenticeship schemes. Group schemes are important in that they provide a framework within which certain firms, small firms particularly, can meet their training obligations. What the big boys fail to realise when they complain about small firms evading their training responsibilities is that, without some suitable framework, the training job is just too hard for many firms to tackle: they cannot provide the skilled instructional staff and training organisers, nor can they create a variety of training situations. It may be that group training is not the only available framework, but the fact of the matter is that it is the best provided so far.
Testing and Examining … 1
Authors: ROBERTSON S.N.
Published: February 2008

The nature and aims of testing have been an object of study in the United States since the 'thirties, and yet in Britain, even though tests and examinations are as much a feature of school life as they are in America, very little attention is paid to this subject. Most teachers test at frequent intervals and try to discover the progress of their students and then, perhaps for reports or perhaps to satisfy ONC requirements, all marks are added together and a final assessment given for each student. Any reading of the literature available will reveal that there is no foundation for this practice and in fact much more information can be made available from tests if the correct techniques are used.
Playroling techniques in management education
Authors: LUCAS HAROLD
Published: February 2008

The term ‘playroling’ was evolved to designate a special method of management development which has a role‐playing element, but which goes beyond this. It is akin to the theatrical technique of allowing actors to develop a theme, given certain assumptions. A play evolves which rolls forward from session to session, with a situation gradually changing, fresh aspects being pursued and new characters introduced as seems necessary.
Teaching the ‘feel’ … at Michelin: 2
Authors: WELLENS JOHN
Published: February 2008

The file is probably the most difficult of all hand‐tools to use; it is certainly the most difficult on which to give effective instruction. It is true that there is only one serious fault for beginners to overcome: they produce a convex instead of a flat surface. They let the edges, back and front, drop. Most training schools and instructors start straight away with practice in filing a truly flat surface. Almost invariably the trainee gets rounded edges and he just goes on practising and practising until he gets a true flat. In other words, he is finding the means of control of the flat file through a rather lengthy and dull process of trial and error of the most hit‐and‐miss kind. This can be a deadening experience for the boy, which is especially to be regretted since filing usually comes very early on after leaving school and starting his training.
A survey of CCTV equipment for teaching
Authors: BEAUMONT A.J.
Published: February 2008

Closed‐circuit television (CCTV) has three specific roles in education:
The Technical College in a changing environment
Authors: WELLENS JOHN
Published: February 2008

The technical college is a unique institution. Within Britain itself it is unique as an educational instrument; in the world at large the technical college, as it works out in practice, is uniquely British.
DESIGNED FOR TEACHING
Authors: Beard Dennis S.
Published: February 2008

It is widely accepted that present‐day secondary school physics courses must include some ‘modern physics’, much of which is concerned with the atom and its structure. But, as J. L. Lewis has pointed out,
A demonstration water tunnel
Authors: R.Thomson Ph.D.
Published: February 2008

A smoke tunnel for lecture demonstrations was described in the May issue of TECHNICAL EDUCATION. May I put in a plea for demonstration water tunnels? Flow phenomena have been observed with water for a long time — indeed a simple instructional water tunnel was marketed between the two world wars.
Engineering Drawing 1 — Tracing exercises
Authors: THOMSON R.
Published: February 2008

This is the first of a short series describing some of the simple yet effective teaching techniques in use at Shrivenham
The new training officer
Authors: STEVENSON V.T.
Published: February 2008

Because of the immensity of the tasks facing the industrial training boards, it will probably be years before their policies can be made fully effective. When one considers what has not been done to organise and standardise education and training in many occupations, and the little that has been done, one can only admire the courage of those seeking to put the national house in order.
The Worcester circuit board
Authors: Wenham E.J.
Published: February 2008

Devised for the Physics Section of the Nuffield Foundation Science Teaching Project, the Worcester Circuit Board enables quite young pupils to explore for themselves the phenomena associated with electric current and with electric circuits.
New apparatus for the teaching of optics
Authors: Dorling G.W.
Published: February 2008

Using discrete light rays — or ‘ray streaks’ as they are now called — to help in the teaching of the elementary principles of optics is not new. The apparatus shown in FIGURE 1 bears a close resemblance to that developed by F. Meier in the 'thirties. However, the use of such apparatus has been largely neglected or limited to demonstration work, and the usual ray‐box suffers from the disadvantage of producing, by means of a lens, a virtual source.
Science as a liberal study
Authors: BAILEY R.
Published: February 2008

The past decade has seen Liberal Studies rise to a level of importance and acceptance in technical education that at one time seemed impossible to achieve. Much remains to be done, for not all scientists and engineers fully accept the concepts which are inherent in such studies. Too frequently the view is still expressed that time allocated to general work would be better employed on vocational studies, although it is perhaps of significance that such sentiments are, year by year, voiced in a more clandestine fashion. Many still pay only lip‐service to the ideals and at heart feel that an amalgam of so many and varied themes in liberal studies can have little more than a transitory effect upon those participating.
Difficulties in Ohm's Law — and in teaching it
Authors: PALMER T.
Published: February 2008

It is fairly well known that nowadays Ohm's law has two meanings:
Experimentation in applied science courses … 3
Authors: PROBERT S.D. , MARSDEN J.P.
Published: February 2008

Periods spent in various industries are essential in all applied science courses, and enable the student to keep his academic studies, especially experimentation, in perspective. The type of sandwich course consisting of six‐monthly periods spent alternately in college and industry for three years followed by a final year completely in college provides the wisest combination of industrial training and academic studies. This sandwich course is a headache for administrators but offers the students a very wide range of experience; the scheme also permits two end‐on streams per year to be accommodated by our universities, so enabling existing academic facilities to be used more efficiently, as well as producing an even demand on industrial training facilities (Probert, 1964).
Drawing Q
Authors: THOMSON R.
Published: February 2008

When an Engineering Drawing course assembles, it is not unusual for a whole term to pass before one can pick out those students who require special help in the subject. One assumes, often erroneously, that those having previous drawing experience will out‐perform those starting from scratch. This may be true in the early weeks, but it is often the reverse at the end of the session. Most students take engineering drawing in their stride but some, unfortunately, find it very difficult, and devote far too much time to it. This can reflect on their progress in other subjects. Indeed it can happen that a student whose sole poor subject is drawing fails at the end of his first year at college. Frequently a student is mathematically bright but his lack of drawing sense, his inability to conceive a solid object when projected on to a plane surface many times goes unnoticed until it is too late.
Export marketing — can the universities help?
Authors: LIVINGSTONE JAMES
Published: February 2008

It is only comparatively recently that management education at postgraduate level has received wide acceptance by British industry. There have been some dramatic developments in the study of management problems at university level, culminating in the creation of the two graduate business schools at London and Manchester which are due to open their doors soon. Yet, with the shortcomings of British export performance becoming an increasingly important political and economic issue, there is surely a strong case for all such resources as are now becoming available in the educational world being used to tackle this question.
DESIGNED FOR TEACHING
Authors: Flint M.A.
Published: February 2008

While it is fairly easy to design apparatus that will demonstrate heat transfer phenomena in a general way it is much more difficult to verify quantitively the fundamental laws. After a long period of development in co‐operation with a leading university engineering department, Plint & Partners Limited have brought out an apparatus which meets the more exacting requirements of the phenomena of radiation and natural convection.
Re‐training in the North‐East
Authors: STACEY MICK
Published: February 2008

How effective is training in government training centres? It is possible to take a fairly close look in the limited area of the North‐East of England to get an impression from the centres, the men themselves, the employers and trade unions of the growing acceptability of Ministry of Labour training.
Stroboscopic photography
Authors: Macpherson I.G.
Published: February 2008

Stroboscopic photographs of moving objects are now being used in physics teaching in many Scottish schools following the Alternative Physics Syllabus of the Scottish Education Department. The use of a Polaroid camera enables a print to be produced for class inspection within a minute of taking the photograph. By the beginning of session 1966–67, 92 per cent of five‐year and six‐year schools and 87 per cent of four‐year schools will teach the new course.
School science, industry, and the careers' master
Authors: SALMON W.S.
Published: February 2008

We are gradually coming to appreciate that school and the business of earning a living are both parts of one continuing process. The transition from school to ‘work’ is a step from one scene of operation to another. The school must see that its pupils are ready for the change; the world of higher education and training must be ready to receive them. When a boy leaves his school he should have some idea of what will be expected of him at university or college, in workshop or office. He should realize that the time has come to stand on his own feet and that his future progress will depend on his co‐operation with colleagues and seniors. In their turn, university and college staffs, works and office managers should make every effort to understand exactly what stage in his development the recruit has reached and what kind of help he needs. This ideal state of affairs is still far from realization in a world where, too often, undergraduates and apprentices are simply left to sink or swim. A boy's attitude to his future is the product of a number of influences, his home, his teachers, his friends, as well as the books and newspapers which he reads. These influences will lack direction unless they are supplemented by someone who is able to make timely information and advice available. Most boys are so busy with their everyday affairs that special efforts are needed to remind them, at the appropriate time, that schooldays do not last for ever. The careers master has the duty of collecting information from outside the school, sifting and distributing it to both pupils and staff; but his responsibility does not end there. Information arrives in a variety of forms. Employers and professional bodies vie with each other in producing magnificent brochures and display material. Films and lectures are available for the asking. A careers master should have little difficulty in learning what opportunities are offered, what qualifications are required, what type of training is available, what kind of people are wanted. The problem is to make this information effective. Timing is essential. A spate of brochures, films, lectures indiscriminately administered, defeats its own ends. In the minds of the recipients, it takes its place with all the other advertisements and is met with the same cynicism. Interpretation is vital. A boy needs a guide through the maze. He is unfamiliar with the world to which the words and pictures refer. He is bewildered by the wealth of opportunity which confronts him. He has no rules to guide him in making his selection. He welcomes someone to whom he may talk and whose opinion he respects. Above all, he welcomes an opportunity for action, a chance of making contact with people at the scene of operations. It is as guide, confidant and prompter that the careers master fulfils his most important role.
Production engineering plus — impressions of Remploy
Authors: TOULSON SHIRLEY
Published: February 2008

All production engineering is a daily challenge, but at those factories run by Remploy (a Treasury‐backed, non‐shareholding industrial company, limited by Government guarantee) it combines the usual need for constant problem‐solving, with a demand for the sensitivity and dexterity of a juggler on a tightrope. For some 92 per cent of the Remploy employees are on Section 2 of the Ministry of Labour's Disabled Register (the registered disabled persons in open industry all come under Section 1), and this means that they are technically labelled ‘unemployable’. Remploy, the brain‐child of Ernest Bevin, which was started in 1945, and so celebrates its twenty‐first birthday this year, has proved that label false.
Chemical research in technical colleges
Authors: Ball D.F.
Published: February 2008

In this article, the author gives the results of an analysis into the extent of chemical research in technical colleges. By analysing the origin of papers presented in the leading chemistry journals, he concludes that further aid should be given to the technical college research worker particularly by the employment of further research assistants.
The organizational structure of large colleges of technology
Authors: Beale R.J.
Published: February 2008

In the larger colleges of technology, the fairly rapid increase in the number of students following degree courses and those of comparable level, combined with a greater diversity of such courses, has resulted in the inherent disadvantages in the traditional division of these colleges into departments becoming more apparent. The question is here put as to whether or not the organization of these colleges into departments should be modified to meet the best interests of the students.
Educating immigrant school leavers
Authors: Gardner J. , O'Keefe J.J.
Published: February 2008

In the UK, with 1¼ million clearly recognizable immigrants in five years, many of whom have entered conveniently self‐imposed ghettoes, one of the greatest problems so far is the furtherance of their integration with the local culture. Whether the disturbance of local culture patterns in order to effect assimilation is either possible or desirable is open to question. Certainly exposure to general education may be a force in effecting cultural co‐habitation.
The use of films and television in the education of mechanical engineers
Authors: Thomasson E.C.
Published: February 2008

It was becoming popular, even before the Brynmor‐Jones report. for engineering departments to increase their store of visual‐aid equipment. Now, with the publication of this report, there is positive encouragement to use more film and television as teaching aids. There is a great variety of equipment available for projecting slides and films and for setting up closed circuit television (a request to the salesman will bring in a great shower of beautiful brochures).
The extra‐mural function of technical colleges
Authors: Carus Roger
Published: February 2008

While the tradition of universities has long been to offer some of the fruits of scholarship to those who are neither staff nor students, this has not been the case until recently with technical colleges. It is true that there have been notable exceptions like the older Polytechnics, but few would claim much more than this. In both cases the emphasis has been on the liberal arts, springing from studies of philosophy, literature, and history with developments into a much wider range of studies, yet generally remaining within the confines of the anticipated interests of the ‘whole man’.
Technology and the secondary school
Authors: Hutchings Donald
Published: February 2008

Universities offer little encouragement to schools wishing to experiment with new courses. For most headmasters this is a hard fact of life — to try out new combinations of subjects or different ways of teaching them is to take a chance. And, understandably, in most cases, the risk is too great.
Programmed texts or teaching machines?
Authors: Lyne R.W.
Published: February 2008

Readers of this journal will know that in programmed learning we are dealing with control and communication systems. In applying PL (or PI = Programmed Instruction as it is more often called) to systems of industrial training the consultant will start from the assumption that trainees are expected to acquire a skill which is precisely definable to an agreed standard: that, therefore, something measurable has to be learned: and that the optimum method of causing such learning to take place will be chosen — ie taking into account variables such as performance standards, training time, costs, acceptability, and so on. We thus begin always with the end product — performance to be achieved — defining this objective and working backwards from there to the development of a learning sequence called a ‘programme’ which is itself the cause of the required learning taking place. The distinguishing feature of this process is that for the first time in the history of industrial training we can control the learning of skills over several parameters simultaneously, and thus ensure that every time the programme is applied — ie trainees are put through the system — the same skills will be acquired to the same standards in approximately the same time. It thus becomes possible to predict fairly precisely when trainees will reach the agreed standard and also to ensure that each has received a completely standardized training.
The West Riding programmed learning project
Authors: Babb Tony
Published: February 2008

In 1964, the West Riding Education Authority took the decisive and imaginative step of setting up its own Programmed Learning Unit. This unit, which is a distinct physically cohesive one, is housed at the Whitwood Mining and Technical College, Castleford, Yorks.
Technology and the secondary school
Authors: Hutchings Donald
Published: February 2008

So far, the main argument about examinations in school applied science has been on motivation. Clearly, since most sixth‐formers are primarily concerned with getting a university place, it would be unrealistic to expect them to devote as much time and effort to school subjects for which there are no A‐level examinations. It is for this reason that most schools introducing applied science work want to see papers alternative to the more traditional mathematics and physics. On the other hand, some headmasters have been quick to draw a distinction between the spontaneous ‘open‐ended’ project work and the more formal studies in physics for A‐level. They fear that to introduce examinations would soon blunt this spontaneity so that the applied science work would be no more exciting than the usual A‐level studies.
Technology and the secondary school
Authors: Hutchings Donald
Published: February 2008

One of the most striking changes in secondary education since the war has been the closer link with industry. Some of the more obvious signs of this are the splendid new laboratory blocks in almost every public school, the many scholarships and apprenticeships now available to boys and girls, and the multitude of films, science kits, and glossy brochures. And although the schools and universities have been slow to respond to the needs of industry, there seems to be a growing realization that we are a technological society and on technology depends our future wealth and culture.
Choosing a programming method
Authors: Yaney Joe
Published: February 2008

Choosing a programming method necessitates that the company examines its own policies and composition. The reports of other firms' programming efforts are helpful only where the same or similar problems exist and where the two companies are enough alike to make valid generalizations. Before inquiring into the specific differences of the programming methods, many firms have found it helpful to review their positions on three matters; (1) the topics they intend to program, (2) the priority among these topics, and (3) the available financial support for programming. Some firms approach deciding what topics to program by asking, ‘What are the activities within this company in which programming would produce the greatest result?’ For example, many retail stores have chosen their basic sales systems as the lead‐off topics because they feel that the crucial sell or no sell decisions are most affected by the sales person's approach and knowledge of selling. On the other hand, in a chemical company where safety is a key problem and one mistake could kill many people, programming safety techniques will have top priority. Closely related to this profit or necessity approach to programming is the question of how much the company has to invest and over what time period. Purchasing 500 programs which cost $20 each means a direct outlay of $10 000 plus the indirect costs of training wages and support personnel once the programs are put into use.
MUCH FURTHER?
Authors: Silver Harold
Published: February 2008

Often we discuss recent educational books with educationalists we meet while going round — usually their reaction is non‐committal. But occasionally one book causes an intense reaction of pleasure or dismay. Here, Harold Silver, himself no mean educational writer, gives vent to his stronger feelings — having read ‘British Further Education’ by A. J. Peters (published by Pergamon Press, Oxford, at 63s)
The new technological universities
Authors: Hutchings Donald
Published: February 2008

It is extraordinary how little fuss there has been about Britain's new technological universities. How quickly one has become used to seeing advertisements in the press for professors and lecturers at Aston, Brunei and Loughborough, to name some of the first of the eight to get the Royal Charter, and at Chelsea, now a constituent college of the University of London, and the Welsh College of Advanced Technology, soon to become part of the University of Wales. It is a little disappointing to find that of the eight new universities, only two, Bath and Loughborough, have included the word ‘technology’ in their title, although it is not hard to see why the majority preferred a more conventional image.
DENMARK
Authors: Bacon Frank
Published: February 2008

The Scandinavian countries — Norway, Sweden, and Denmark — have small populations compared with this country and their educational systems, therefore, tend not to be so diversified as our own. The relationship between what we call secondary and further education is much closer than in England and indeed at times can scarcely be distinguished. Any appreciation of further education, therefore, requires an understanding of the educational system as a whole. The Scandinavian countries, moreover, work in fairly close contact and there are close parallels between their educational systems. Reforms, however, are at present taking place over a number of years and it is convenient to deal initially with Denmark.
Backwards from Crowther?
Authors: Taylor H.T. , Beaumont T.
Published: February 2008

The implementation of the proposals contained in the 1961 White Paper Better Opportunities in Technical Education has led to the now familiar pattern of courses in technical education — diagnostic General (G) courses leading to either Ordinary National Certificate (ONC) courses or Technician (T) courses, and Craft (C) courses. Besides the creation of the new G courses, almost all the ONC, T, and C courses have been revised to fit the new pattern.
ROLLS ROYCE
Authors: Pendlebury A.C. , Hardman K.
Published: February 2008

Since the war many companies in this country have used psychological tests to help in the selection of apprentices. Unfortunately there is a dearth of evidence to show how successful these tests are. At Rolls‐Royce the authors have recently carried out an extensive validation study of the way in which they select craft apprentices. Because of the unexpected results it seemed worthwhile to report the investigations.
Films
Authors: Edmonds Chris
Published: February 2008

The surest investment in life for a school‐leaver is to learn a skilled trade. This fact is so difficult to put across to disgruntled 15‐year‐olds who, craving freedom and money to burn, want to turn their backs on school and learning at the earliest opportunity. If only they would not equate learning with the restrictive atmosphere of school.
Second‐chance education
Authors: Gardner J. , Wilson L.
Published: February 2008

Henniker‐Heaton's recommendation:
TEAM TEACHING IN FURTHER EDUCATION
Authors: Mansell Jack
Published: February 2008

any teaching method must be acceptable to the students, who should feel that it is right for them and consequently have no antagonism towards the method. Any such antagonism would create tension within the teaching situation and the learning efficiency would thus be impaired.