In a recent article, L. Philip Barnes critiques the Commission on Religious Education (CoRE) Final Report by scrutinising its text and by responding to my interpretation of that text. His particular, but not exclusive, focus is CoRE's proposal that the idea of worldview should be central to RE. His conclusion is that: 'The collective force of…

In this commentary, Kamp-Roelands states that it was very encouraging to observe that the Association of Chartered Certified Accountants (ACCA) recognises that responding to "Integrated Reporting" initiatives requires an "integrated approach" to accounting education. That change in financial reporting standards put pressure on…

An important debate in the literature on controversial issues concerns how to identify them. This matters for teachers because settled issues should be taught directively and controversial issues should be taught nondirectively. Teachers are professionally accountable for this decision. This article examines the contribution of Michael Hand to the…

This article attempts a contrast to the contribution by Hugh Starkey. Rather than his account of the inexorable rise of human rights discourse, and of the implementation of human rights standards, human rights are here presented as always and necessarily scandalous and highly contested. First, I explain why the UK has lagged so far behind its…

How should patriotism be handled in schools? We argue that schools cannot afford to ignore the topic, but nor are they justified in either promoting or discouraging patriotic feeling in students. The only defensible policy is for schools to adopt a stance of neutrality and teach the topic as a controversial issue. We go on to show that there is…

A British survey of adult education providers found few courses dealing with global issues/perspectives. Adult educators need to respond to globalization, use appropriate terminology, train teachers, and develop accredited courses that present global perspectives. (SK)

Religious education (RE) and moral education (ME) are two distinct but related areas of educational concern. The distinctive content of ME is discussed, and its link with RE is examined. While the focus is on schools in the United Kingdom, the principles stated have a general relevance. (RM)

Describes the design and implementation of a program offered through the United Kingdom's Open University that leads to a Master's of Business Administration (MBA) degree. The national need for management development opportunities is discussed, different entry standards based on prior education and experience are explained, and the use of…

Describes the development of quantity surveying as a third level discipline and the role of professional bodies in determining its cultural orientation. The article examines the conflict between professional standards and market forces and concludes that the contract on offer to surveying students commits them to a monocultural world view. (33…

Considers aims of masters degrees in education against background of controversy about distance teaching of such courses; examines components of masters course design via distance teaching experience in Australia and United Kingdom; considers design requirements of the advanced project and specifies necessary support facilities; and describes…

Gains to be had from teaching and testing the topic of comparative economics at the university level in the United Kingdom and the problems posed for examiners are examined. (RM)

This article outlines the existing structure and operation of the domestic capital market and argues that its impending liberalization is likely to provide an additional dimension to financing and investing opportunities in the United Kingdom. (Author)

Selects the major demands in the new general syllabus for second-language learning in the United Kingdom and suggests ways in which teachers and learners can successfully fulfill them. These criteria center around vocabulary requirements and writing, speaking, listening, and reading tests. (10 references) (Author/CK)

Feminism and gender in the construction of English as a university discipline and the historical development of English are discussed. Generally, English is studied by women and taught by men. The teaching of English today is examined through interviews with four university English department lecturers in the United Kingdom. (SLD)

Discusses the dichotomy between traditional expectations of advanced courses and the actual capabilities of many of the present generation of language students. One result of this dichotomy has been the disappearance of medieval and philological studies from the teaching programs of most modern- language degree schemes in the United Kingdom. (CK)