Criticizes the Centre for Contemporary Cultural Studies in Great Britain for its Marxist bias. The Centre's publications are critiqued and their underlying Marxist assumptions revealed. (AM)

Examines the opposition to the 1902 Education Act in England and discusses its history and political and educational consequences. The Act provided national secondary education and supported the voluntary schools. Distinctive denominational teaching was permitted in voluntary schools. (RM)

Examines the notion of coherence as a criterion of curriculum planning in England. Logically necessary links and educationally desirable links are discussed. One particular set of links--that between mathematics and certain other subjects in years three through five of secondary schooling--is examined in detail. (RM)

British publications have been using the German term Technik. A comparison of the historical roots of the 19th-century education of engineers in Great Britain and in Germany shows differences in the origins of higher technical education in the two countries. The term Technik has a different meaning in Germany. (Author/RM)

Discusses British involvement in educational reconstruction in Germany after World War II and the influence of Lord Lindsay of Birker in setting up the Royal Commission. The Commission consisted of German representatives from institutions of higher education, trade unions, churches, and the land authorities. (KC)

The notion of policy "borrowing" in education has been a consistent theme in comparative inquiry in education from the early decades of the 19th century. While there were many countries that benefited from adopting the educational policy of other countries, there has been many cases wherein such action has earned a lot of negative…

Reviews the history of educational borrowing and exchange between England and Germany. Cites specific instances of adaptations which resulted. (JDH)

This paper examines the ways in which the results of the OECD Programme of International Student Assessment (PISA) have influenced educational discourse in Germany. It argues that the results caused shockwaves in the educational landscape and led to a re-evaluation of other international comparisons which had presented an unfavourable picture of…

Viewing the Robbins Report from a European perspective, Neave states that it was unique among contemporary educational reforms. Argues that, by strengthening the private life of British academia, maintaining quality, and preventing deterioration of staff-student ratios, Robbins allowed for greater flexibility in Britain while higher education…

Critiques the effectiveness of three national governing boards which control and manage British higher education. Arguments for increasing the powers of the University Grants Committee and decreasing those of the Committee of Vice-Chancellors and Principals are presented. (AM)

Many local education authorities in the United Kingdom have adopted the approach of staffing schools (i.e., determining the number of teachers to be allocated to schools) according to their curriculum needs--curriculum based staffing (CBS). Examined are the methods being used to implement CBS and implications of the CBS system. (RM)

Many say that the functions of education are skill development, socialization, and sorting. These objectives are contrasted with the four objectives for higher education that Lord Robbins included in his 1963 report: instruction in skills, promotion of general powers of the mind, advancement of learning, and transmission of common standards of…

Examines the place of Oxford University within the changing system of British higher education. Surveys indicate that Oxford continues to attract high quality students. Faculty members at other universities consider it an excellent educational institution and a highly desirable place to work. Oxford graduates have better career opportunities than…

Oxford University needs to redefine its objectives for undergraduate education and reorganize itself to implement changes. University reorganization must include new incentives for change, monitoring of performance, and rewards for success. (AM)

Examines the role of the philosopher in the educational system. Discusses contributors to philosophical thought in education and analyzes current educational trends and needs in the United Kingdom. (KC)