Keighley College: report from the Inspectorate (FEFC inspection report; 125/95 and 80/99)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994-95 and 1998-9

Newcastle-under-Lyme College: report from the Inspectorate (FEFC inspection report; 107/95 and 28/99)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises reports for the periods 1994-95 and 1998-99

Northampton College: report from the Inspectorate (FEFC inspection report; 53/96 and 59/00)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1995-96 and 1999-2000

Trowbridge College: report from the Inspectorate (FEFC inspection report; 102/98)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record contains such report for the period 1997-98

Cambridge Regional College: report from the Inspectorate (FEFC inspection report; 81/95 and 104/98)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994-95 and 1997-9

Beverley College of Further Education: report from the Inspectorate (FEFC inspection report; 97/96 and 40/00)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1995-96 and 1999-200

Software development: A paradigm for the future

A new paradigm for software development that treats software development as an experimental activity is presented. It provides built-in mechanisms for learning how to develop software better and reusing previous experience in the forms of knowledge, processes, and products. It uses models and measures to aid in the tasks of characterization, evaluation and motivation. An organization scheme is proposed for separating the project-specific focus from the organization's learning and reuse focuses of software development. The implications of this approach for corporations, research and education are discussed and some research activities currently underway at the University of Maryland that support this approach are presented

Peterborough Regional College: report from the Inspectorate (FEFC inspection report; 98/95 and 102/99)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1994-95 and 1998-99