'The heart of what we do': policies on teaching, learning and assessment in the learning and skills sector

One of the stated aims of government policy in England is to put teaching, training,and learning at the heart of the learning and skills system. This paper provides a critical review of policies on teaching, learning and assessment in the learning and skills sector over the past five years. It draws upon data collected and analysed in the early stages of an ESRC-funded Teaching and Learning Research Programme project. Using evidence from policy sources, we argue that despite policy rhetoric about devolution of responsibility to the 'front line', the dominant 'images' that government has of putting teaching, learning and assessment at the heart of the Learning and Skills Sector involves a narrow concept of learning and skills; an idealisation of learner agency lacking an appreciation of the pivotal role of the learner/tutor relationship and a top-down view of change in which central government agencies are relied on to secure education standards

Is There a Role for Benefit-Cost Analysis in Environmental, Health, and Safety Regulation?

Benefit-cost analysis has a potentially important role to play in helping inform regulatory decision-making, although it should not be the sole basis for such decision-making. This paper offers eight principles on the appropriate use of benefit-cost analysis.Environment, Health and Safety, Regulatory Reform

Benefit-Cost Analysis in Environmental, Health, and Safety Regulation: A Statement of Principles

Benefit-cost analysis can play a very important role in legislative and regulatory policy debates on improving the environment, health, and safety. It can help illustrate the tradeoffs that are inherent in public policymaking as well as make those tradeoffs more transparent. It can also help agencies set regulatory priorities. Benefit-cost analysis should be used to help decisionmakers reach a decision. Contrary to the views of some, benefit-cost analysis is neither necessary nor sufficient for designing sensible public policy. If properly done, it can be very helpful to agencies in the decisionmaking process. Decisionmakers should not be precluded from considering the economic benefits and costs of different policies in the development of regulations. Laws that prohibit costs or other factors from being considered in administrative decisionmaking are inimical to good public policy. Currently, several of the most important regulatory statutes have been interpreted to imply such prohibitions. Benefit-cost analysis should be required for all major regulatory decisions, but agency heads should not be bound by a strict benefit-cost test. Instead, they should be required to consider available benefit-cost analyses and to justify the reasons for their decision in the event that the expected costs of a regulation far exceed the expected benefits. Agencies should be encouraged to use economic analysis to help set regulatory priorities. Economic analyses prepared in support of particularly important decisions should be subjected to peer review both inside and outside government. Benefits and costs of proposed major regulations should be quantified wherever possible. Best estimates should be presented along with a description of the uncertainties. Not all benefits or costs can be easily quantified, much less translated into dollar terms. Nevertheless, even qualitative descriptions of the pros and cons associated with a contemplated action can be helpful. Care should be taken to ensure that quantitative factors do not dominate important qualitative factors in decisionmaking. The Office of Management and Budget, or some other coordinating agency, should establish guidelines that agencies should follow in conducting benefit-cost analyses. Those guidelines should specify default values for the discount rate and certain types of benefits and costs, such as the value of a small reduction in mortality risk. In addition, agencies should present their results using a standard format, which summarizes the key results and highlights major uncertainties.

The Future Steelmaking Industry and Its Technologies

The objective of this report is to develop a vision of the future steelmaking industry including its general characteristics and technologies. In addition, the technical obstacles and research and development opportunities for commercialization of these technologies are identified. The report is being prepared by the Sloan Steel Industry Competitiveness Study with extensive input from the industry. Industry input has been through AISI (American Iron and Steel Institute), SMA (Steel Manufacturers Association) and contacts with individual company executives and technical leaders. The report identifies the major industry drivers which will influence technological developments in the industry for the next 5--25 years. Initially, the role of past drivers in shaping the current industry was examined to help understand the future developments. Whereas this report concentrates on future technologies other major factors such as national and international competition, human resource management and capital concerns are examined to determine their influence on the future industry. The future industry vision does not specify specific technologies but rather their general characteristics. Finally, the technical obstacles and the corresponding research and development required for commercialization are detailed

Evidence-Based Professional Development of Science Teachers in Two Countries

The focus of this collaborative research project of King?s College London, and the Weizmann Institute, Israel. project is on investigating the ways in which teachers can demonstrate accomplished teaching in a specific domain of science and on the teacher learning that is generated through continuing professional development programs (CPD) that lead towards such practice. The interest lies in what processes and inputs are required to help secondary school science teachers develop expertise in a specific aspect of science teaching. `It focuses on the design of the CPD programmes and examines the importance of an evidence-based approach through portfolioconstruction in which professional dialogue pathes the way for teacher learning. The set of papers highlight the need to set professional challenge while tailoring CPD to teachers? needs to create the environment in which teachers can advance and transform their practice. The cross-culture perspective added to the richness of the development and enabled the researchers to examine which aspects were fundamental to the design by considering similarities and differences between the domains

Coherent Moving States in Highway Traffic (Originally: Moving Like a Solid Block)

Recent advances in multiagent simulations have made possible the study of realistic traffic patterns and allow to test theories based on driver behaviour. Such simulations also display various empirical features of traffic flows, and are used to design traffic controls that maximise the throughput of vehicles in heavily transited highways. In addition to its intrinsic economic value, vehicular traffic is of interest because it may throw light on some social phenomena where diverse individuals competitively try to maximise their own utilities under certain constraints. In this paper, we present simulation results that point to the existence of cooperative, coherent states arising from competitive interactions that lead to a new phenomenon in heterogeneous highway traffic. As the density of vehicles increases, their interactions cause a transition into a highly correlated state in which all vehicles practically move with the same speed, analogous to the motion of a solid block. This state is associated with a reduced lane changing rate and a safe, high and stable flow. It disappears as the vehicle density exceeds a critical value. The effect is observed in recent evaluations of Dutch traffic data.Comment: Submitted on April 21, 1998. For related work see http://www.theo2.physik.uni-stuttgart.de/helbing.html and http://www.parc.xerox.com/dynamics

Learning masculinities in a Japanese high school rugby club

This paper draws on research conducted on a Tokyo high school rugby club to explore diversity in the masculinities formed through membership in the club. Based on the premise that particular forms of masculinity are expressed and learnt through ways of playing (game style) and the attendant regimes of training, it examines the expression and learning of masculinities at three analytic levels. It identifies a hegemonic, culture-specific form of masculinity operating in Japanese high school rugby, a class-influenced variation of it at the institutional level of the school and, by further tightening its analytic focus, further variation at an individual level. In doing so this paper highlights the ways in which diversity in the masculinities constructed through contact sports can be obfuscated by a reductionist view of there being only one, universal hegemonic patterns of masculinity

Teachers as leaders in a knowledge society: encouraging signs of a new professionalism

[Abstract]: Challenges confronting schools worldwide are greater than ever,and, likewise, many teachers possess capabilities, talents, and formal credentials more sophisticated than ever. However, the responsibility and authority accorded to teachers have not grown significantly, nor has the image of teaching as a profession advanced significantly. The question becomes, what are the implications for the image and status of the teaching profession as the concept of knowledge society takes a firm hold in the industrialized world? This article addresses the philosophical underpinnings of teacher leadership manifested in case studies where schools sought to achieve the generation of new knowledge as part of a process of whole-school revitalization. Specifically, this article reports on Australian research that has illuminated the work of teacher leaders engaged in the IDEAS project, a joint school revitalization initiative of the University of Southern Queensland and the Queensland Department of Education and the Arts