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T H I S D O C U M E N T IS T H E P R O P E R T Y
OF HER
BRITANNIC MAJESTY'S
GOVERNMENT
SECRET
C . P . ( 5 6 ) 40
1 6th F e b r u a r y ,
COPY
NO.
I 956
CABINET
TECHNICAL
EDUCATION
N o t e b y the L o r d P r i v y S e a l , the S e c r e t a r y of S t a t e
Scotland and the M i n i s t e r of E d u c a t i o n for The attached draft White Faper on Technical Education
h a s b e e n p r e p a r e d in a c c o r d a n c e with the c o n c l u s i o n s r e a c h e d by the
Cabinet at their m e e t i n g on 4th January ( C M , ( 5 6 ) 2nd C o n c l u s i o n s ,
Minute 6),
It h a s b e e n a p p r o v e d , s u b j e c t t o c e r t a i n a m e n d m e n t s
w h i c h h a v e n o w b e e n m a d e , b y a C o m m i t t e e c o n s i s t i n g of t h e L o r d
P r i v y S e a l , the M i n i s t e r of E d u c a t i o n , t h e M i n i s t e r of Labour, t h e
F i n a n c i a l S e c r e t a r y to t h e T r e a s u r y a n d t h e J o i n t P a r l i a m e n t a r y .
U n d e r - S e c r e t a r y of S t a t e f o r S c o t l a n d .
0
2.
We invite our colleagues
very early publication.
to a p p r o v e t h e W h i t e P a p e r
R ,A
J.S
a
e
D.E.
1 5th F e b r u a r y ,
1956*
B .
for
CONFIDENTIAL
TECHNICAL EDUCATION Presented
to Parliament by the Minister of Education
the Secretary of State for
Scotland
by Command of Her
Majesty
February 1956
and
LONDON
H E R M A J E ST Y ' S S T A T I O N E R Y
NET
OFFICE
CONTENTS
DEFINITIONS
. . . . . .
INTRODUCTION . . .
CHAPTER
CHAPTER
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I — E n g l a n d a n d W a l e s : technical education t o d a y
II—The role of the universities
CHAPTER
III—The p l a n for the technical colleges of E n g l a n d a n d W a l e s
CHAPTER
IV-Scotland
CHAPTER
V—Conclusion
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APPENDIX A — N o t e o n t h e U . S . A . , t h e U . S . S . R . a n d Western E u r o p e . . .
APPENDIX
B — R e p o r t o n S a n d w i c h t r a i n i n g a n d education by the
N a t i o n a l A d v i s o r y C o u n c i l o n E d u c a t i o n for Industry
and Commerce
15th F e b r u a r y , 1956.
CONFIDENTIAL
TECHNICAL
EDUCATION
White Paper by the Minister of Education and
the Secretary of State for Scotland
DEFINITIONS
M o s t of those w h o pass t h r o u g h the system of technical education a n d
m a k e their careers in m a n u f a c t u r i n g industry are divided into three categories:.
technologists, technicians and craftsmen.
F o r the purposes of this P a p e r
these are defined b r o a d l y as f o l l o w s : —
Technologists
A technologist h a s t h e qualifications a n d experience required for m e m b e r ­
ship of a professional institution. M o s t university graduates in engineering
a n d other applied sciences, a n d a g o o d p r o p o r t i o n of holders of H i g h e r
N a t i o n a l D i p l o m a s or Certificates or similar qualifications,
become
technologists.
A technologist h a s studied the f u n d a m e n t a l principles of his chosen tech­
nology a n d should be able to use his k n o w l e d g e a n d experience t o initiate
practical d e v e l o p m e n t s . H e is expected to accept a high degree of responsi­
bility a n d in m a n y cases to push forward the b o u n d a r i e s of k n o w l e d g e
in his own particular field.
Technicians
A technician is qualified by specialist technical education and practical
training t o w o r k under t h e general direction of a technologist. Consequently,
he will require a g o o d k n o w l e d g e of m a t h e m a t i c s a n d science related t o his
o w n speciality. E x a m p l e s of technicians in the factory are assistant designers
a n d j u n i o r r a n k s of m a n a g e m e n t on the s h o p floor.
Craftsmen
Craftsmen represent the skilled l a b o u r of m a n u f a c t u r i n g industry a n d
account for m o r e t h a n one-third of its m a n p o w e r . With the growing c o m ­
plexity of m a c h i n e s a n d the introduction of new materials it becomes all the
m o r e necessary for t h e m to a p p r e c i a t e n o t only the h o w but also the why of
the w o r k they d o .
T h e following are t h e principal qualifications associated with the three
categories defined a b o v e : —
University Degrees
A university h o n o u r s degree is usually accepted for complete or. p a r t i a l
e x e m p t i o n from the e x a m i n a t i o n s of professional institutions. Some colleges
of technology are affiliated to universities u n d e r a r r a n g e m e n t s which enable
an internal degree to be obtained after a course a t the college. M o r e widely
s p r e a d courses a r e h e l d in m a j o r colleges for students intending to t a k e
external degrees of L o n d o n University.
Technical College D i p l o m a s
Certain technical colleges a w a r d their own d i p l o m a s or associateships at
the e n d of courses at technological level, m o s t of w h i c h are full-time.
National Diplomas and Certificates
N a t i o n a l D i p l o m a s a n d Certificates a r e a w a r d e d jointly by the Ministry of
E d u c a t i o n or t h e Scottish E d u c a t i o n D e p a r t m e n t a n d t h e professional institu­
tions concerned. T h e r e are t w o g r a d e s : O r d i n a r y a n d H i g h e r .
T h e O r d i n a r y N a t i o n a l D i p l o m a is a w a r d e d to Successful students w h o
h a v e t a k e n a full-time c o u r s e for t w o years from a m i n i m u m a g e of sixteen.
T h e H i g h e r N a t i o n a l D i p l o m a is a w a r d e d after a three y e a r s ' full-time course
starting a t a m i n i m u m age of eighteen.
Higher National Diplomas are
usually recognised for e x e m p t i o n from certain e x a m i n a t i o n s of professional
institutions.
:
T h e O r d i n a r y N a t i o n a l Certificate is o b t a i n e d by successful students a t
the end of a p a r t - t i m e c o u r s e lasting t h r e e years from t h e a g e of sixteen,
a n d t h e H i g h e r N a t i o n a l Certificate after t w o y e a r s ' further study.
I t is
c o m m o n for students w h o h a v e g a i n e d t h e H i g h e r N a t i o n a l Certificate t o
pursue their studies t o a level w h i c h p r o v i d e s c o m p l e t e e x e m p t i o n from t h e
e x a m i n a t i o n s of professional institutions.
Certificates of the City and Guilds of London Institute
F i n a l a n d F u l l Technological Certificates are a w a r d e d at t h e e n d of p a r t ­
time courses of four o r five y e a r s from t h e age of sixteen u p w a r d s . I n craft
subjects they represent t h e highest s t a n d a r d s of skilled craftsmanship,
I n t e r m e d i a t e Certificates a r e a w a r d e d o n t h e result of e x a m i n a t i o n after a t w o
y e a r course. T h e Institute also h o l d s e x a m i n a t i o n s at technician level. T h e s e
a r e b r o a d l y scientific in s c o p e a n d in certain subjects a r e of a s t a n d a r d
a p p r o x i m a t i n g t o that r e q u i r e d for a technologist.
Certificates of Regional Examining U n i o n s
I n E n g l a n d a n d W a l e s t h e r e a r e four R e g i o n a l E x a m i n i n g U n i o n s w h i c h
w o r k in close co-operation with t h e City a n d G u i l d s of L o n d o n Institute
a n d hold e x a m i n a t i o n s of a similar level at the I n t e r m e d i a t e stage a n d
higher stages. Students t h e n p r o c e e d to t h e final e x a m i n a t i o n of the City a n d
Guilds of L o n d o n Institute.
Other Professional and Trade Certificates
I n addition t o the a b o v e qualifications a w a r d e d by e x a m i n i n g bodies there
a r e m a n y certificates a w a r d e d o n e x a m i n a t i o n b y professional a n d t r a d e
organisations.
INTRODUCTION
T h e P r i m e Minister, speaking at B r a d f o r d o n 18th J a n u a r y , referred to
t h e world-wide scientific revolution. H e s a i d : " T h e prizes will n o t go to the
countries with t h e largest p o p u l a t i o n . T h o s e w i t h the best systems of e d u c a ­
tion will win. Science a n d technical skill give a dozen m e n t h e p o w e r t o d o
as m u c h as t h o u s a n d s did fifty y e a r s ago. O u r scientists a r e d o i n g brilliant
work. B u t if w e are to m a k e full u s e of w h a t we are l e a r n i n g , w e shall
need m a n y m o r e scientists, engineers a n d technicians. I a m d e t e r m i n e d t h a t
this shortage shall b e m a d e g o o d . "
2. T h e figures given later in this P a p e r show h o w greatly t h e British
system of scientific a n d technical e d u c a t i o n h a s e x p a n d e d since before the
war: Between 1938 a n d 1955 t h e n u m b e r of university students in science
a n d technology h a s d o u b l e d a n d since t h e E d u c a t i o n A c t s of 1944 a n d 1945,
m o r e schools a n d technical colleges h a v e been built, m o r e t e a c h e r s h a v e
been recruited a n d m o r e interest h a s b e e n shown in e d u c a t i o n b y p a r e n t s
a n d employers t h a n in any c o r r e s p o n d i n g period in o u r history.
3. B u t this is nothing like enough. F r o m t h e U.S.A., R u s s i a a n d Western
E u r o p e comes the challenge t o l o o k t o o u r system of technical e d u c a t i o n
t o see w h e t h e r it bears c o m p a r i s o n w i t h w h a t is b e i n g d o n e a b r o a d . Such
c o m p a r i s o n s c a n n o t b e m a d e accurately because s t a n d a r d s a n d systems Of
education vary so m u c h , b u t it is clear e n o u g h t h a t all these countries are
m a k i n g an i m m e n s e effort to train m o r e scientific a n d technical m a n p o w e r
a n d t h a t w e are in danger of being left behind.
A n o t e a b o u t recent
developments in the U.S.A., R u s s i a a n d Western E u r o p e is given in
Appendix A.
4. B u t w e d o n o t need the spur of foreign e x a m p l e s . O u r o w n circum­
stances show clearly e n o u g h the policies w h i c h we m u s t p u r s u e . O u r a i m s
are t o strengthen the foundations of o u r economy, to i m p r o v e t h e s t a n d a r d s
of living of our people, a n d to discharge effectively o u r manifold respon­
sibilities overseas. O u r success in each case will t u r n largely on o u r ability
to secure a steady increase in i n d u s t r i a l o u t p u t , in p r o d u c t i v e investment,
a n d in exports of goods a n d services of t h e highest quality a t competitive
prices. O n e industry after another is b e i n g compelled t o follow its c o m ­
petitor, supplier or customer in m o d e r n i s i n g its t e c h n i q u e s , k n o w i n g t h a t
unless new materials are discovered a n d n e w m e t h o d s a p p l i e d , British industry
m a y fall b e h i n d in the race. T h e p a c e of c h a n g e is q u i c k e n i n g , a n d with it
b o t h the need a n d the d e m a n d for technical education.
5. T h e d e m a n d will be n o less u r g e n t f r o m t h e less d e v e l o p e d countries
overseas, w h o m it is our duty a n d our interest to h e l p w i n for themselves a
higher s t a n d a r d of life. T h i s can b e d o n e in two w a y s : t h e r e m u s t b e m o r e
places in our universities a n d technical colleges for overseas students, a n d
m o r e British experts m u s t b e available t o w o r k or t e a c h a b r o a d .
6. W e face, then, a n intense a n d rising d e m a n d for scientific m a n p o w e r a n d
by n o m e a n s only for men a n d w o m e n with t h e highest qualifications. Every
technologist relies on technicians a n d craftsmen t o t r a n s l a t e his plans into
products. I t would b e a great m i s t a k e t o increase t h e o u t p u t of technologists
w i t h o u t adequately supporting t h e m at the lower levels from w h i c h in any
event many of t h e m a r e d r a w n . M u c h therefore d e p e n d s o n strengthening
t h e b a s e of the p y r a m i d of technical e d u c a t i o n b y i m p r o v i n g the e d u c a t i o n
in t h e schools a n d raising the n u m b e r s of school-leavers w h o are a b l e a n d
willing to t a k e successfully the courses offered a t technical colleges.
7. H e r e t h e prospects a r e good. T h e r o m a n c e of science is catching o n as
c a n be seen even in the toy shops. E v e r y year p a r e n t s a n d children a r e
t a k i n g a greater interest in technical e d u c a t i o n . M o r e boys a n d girls a r e
staying on at school after the statutory leaving age ; m o r e are t a k i n g science
a n d m o r e are continuing their e d u c a t i o n after s c h o o l ; a n d m o r e a r e succeed­
ing in the courses on w h i c h they h a v e e m b a r k e d . T h e s e a r e w e l c o m e signs
t h a t the b a s e of t h e p y r a m i d is g r o w i n g stronger. I t will also grow larger,
since t h e age-groups from which I n d u s t r y a n d the technical colleges a r e now
recruiting are the smallest for a h u n d r e d years. S o o n t h e figures will c l i m b
u p w a r d s . L a s t y e a r the n u m b e r of 1 8 y e a r olds i n B r i t a i n w a s 6 4 2 , 0 0 0 ; in
ten y e a r s ' t i m e it will b e a b o u t 850,000.
8. Technical education m u s t n o t b e t o o narrowly v o c a t i o n a l or t o o confined
t o o n e skill or t r a d e . Swift c h a n g e is t h e characteristic of o u r age, so t h a t
a m a i n p u r p o s e of the technical e d u c a t i o n of t h e future m u s t b e t o t e a c h
boys a n d girls to b e a d a p t a b l e . Versatility h a s b e e n t h e a i m of a classical
education ; technical studies should l e a d to a similar versatility a n d should,
therefore, b e firmly g r o u n d e d o n t h e f u n d a m e n t a l s of m a t h e m a t i c s a n d science.
I t is m u c h easier to a d o p t new ideas a n d n e w techniques w h e n the principles
o n which t h e y are based a r e already familiar.
JIM 9. T h e r a n g e of technical e d u c a t i o n goes far b e y o n d the study of materials
a n d mechanics. A c c o u n t a n c y , costing, s a l e s m a n s h i p , c o m m e r c i a l skills of
all k i n d s , including foreign languages, a r e equally i m p o r t a n t to a great
trading nation.
F u l l e m p l o y m e n t brings new p r o b l e m s which a r e m o r e
likely to b e soluble t h e wider is the u n d e r s t a n d i n g of h o w our e c o n o m y
works. Such subjects as e c o n o m i c s , business m a n a g e m e n t , w a g e systems
a n d h u m a n relations m u s t n o w b e given m o r e p r o m i n e n c e .
TO. I n a senss, all technical progress rests u p o n the c o m m o n f o u n d a t i o n
of l a n g u a g e , a n d m o r e attention will h a v e to b e given to the teaching of
g o o d plain English, t h e use of which saves time a n d m o n e y a n d avoids
trouble. W i t h o u t it bridges are h a r d to build over t h e gulfs t h a t s e p a r a t e
experts in different specialised subjects n o t only from the general public
b u t from o n e another.
11. A place m u s t always b e f o u n d in technical studies for liberal e d u c a ­
tion. T h e time available often limits w h a t can b e d o n e in the way of
i n t r o d u c i n g into the c u r r i c u l u m subjects such as history, literature a n d the
arts, b u t in any event a w i d e t r e a t m e n t of scientific a n d technical subjects
is essential if students w h o a r e to occupy responsible positions in industry
are to emerge from their e d u c a t i o n with a b r o a d outlook. W e c a n n o t afford
either to fall behind in technical a c c o m p l i s h m e n t s or to neglect spiritual
a n d h u m a n values.
12. Against this b a c k g r o u n d the G o v e r n m e n t h a v e reviewed t h e system
of technical education in G r e a t Britain. T h e y a r e resolved t h a t it shall fully
m a t c h t h e needs of m o d e r n industry a n d offer t o every b o y a n d girl t h e
c h a n c e of seizing the o p p o r t u n i t i e s w h i c h scientific progress is opening
before t h e m . T h i s W h i t e P a p e r , h a v i n g described the progress m a d e d u r i n g
the last ten years a n d the p l a n s a l r e a d y in h a n d , a n n o u n c e s proposals by
the G o v e r n m e n t for a n e w m a j o r a d v a n c e .
CHAPTER I
ENGLAND AND
WALES
TECHNICAL EDUCATION
TO-DAY
T h e school b a c k g r o u n d
13. P l a n s for technical e d u c a t i o n m u s t t a k e a c c o u n t of progress in t h e
schools. A varied p a t t e r n of secondary e d u c a t i o n is being developed. T h e
a i m is to help each b o y a n d girl to g o as far as their ability a n d perseverance
will t a k e them. F o r this p u r p o s e t h e o r g a n i s a t i o n a n d interest of t h e w o r k
at t h e t o p of secondary schools a r e vitally i m p o r t a n t , for at fifteen children
are free t o leave school.
1.4. T h e r e are three m a i n types of secondary s c h o o l : g r a m m a r , technical
a n d m o d e r n . T h e y t a k e a b o u t 20 p e r cent., 5 per cent., a n d 75 per cent,
of an a g e - g r o u p respectively.
T h e p r o p o r t i o n s vary from one area t o
a n o t h e r t o meet local circumstances a n d preferences. C o m b i n a t i o n s of t w o
Of these types constitute " b i l a t e r a l " schools, a n d s o m e local education
authorities are e x p e r i m e n t i n g with c o m p r e h e n s i v e schools, which a i m to
give children u n d e r o n e roof the o p p o r t u n i t y of all three types of secondary
e d u c a t i o n at s t a n d a r d s n o t inferior to those prevailing in s e p a r a t e schools.
15. R e c e n t d e v e l o p m e n t s in the schools p r o m i s e well for the future of
technical education.
I n t h e g r a m m a r schools the p e n d u l u m is swinging
t o w a r d s science. Of b o y s w h o stay o n into the sixth forms of m a i n t a i n e d
g r a m m a r schools a b o u t 60 p e r cent, n o w t a k e science as t h e i r m a i n subject.
I n the direct g r a n t g r a m m a r schools t h e figure is a b o u t 50 per cent, a n d
in the public schools it is over 4 0 per cent. I n m a n y schools t o - d a y t h e
p r o p o r t i o n of science sixth formers is so h i g h that a further increase in
their n u m b e r will d e p e n d o n a n increase in t h e size of the sixth f o r m as a
whole. A t the s a m e t i m e -more t h o u g h t needs t o b e given t o t h e possibility
of reducing early specialisation a n d of forging stronger links b e t w e e n t h e
sciences a n d t h e a r t s .
16. I t m u s t also b e said t h a t s o m e g r a m m a r schools a n d p u b l i c schools
still t h i n k t o o m u c h in t e r m s of white-collar jobs for their pupils. T h e y
fail fully t o i m a g i n e t h e c o r n u c o p i a of t h e scientific r e v o l u t i o n a n d t o p i c t u r e
t o themselves the o p p o r t u n i t i e s w h i c h a changing a n d e x p a n d i n g British
industry c a n offer to their pupils d u r i n g t h e next fifty y e a r s . If talent is
n o t to b e w a s t e d , m o r e boys a n d girls m u s t stay o n a t school till they a r e
eighteen a n d a i m a t studying science or technology a t either a university
or a technical college providing a d v a n c e d courses.
17. Secondary technical schools, w h i c h p r o v i d e a g e n e r a l s e c o n d a r y e d u c a ­
tion with an increasing technical b i a s in the later y e a r s of t h e c o u r s e , h a v e
an i m p o r t a n t p a r t to play in areas w h e r e suitable courses a r e n o t a l r e a d y
available in g r a m m a r schools. P r o p o r t i o n a t e l y , indeed, s e c o n d a r y technical
schools h a v e t h e best r e c o r d of a n y k i n d of school in sending their pupils
on to success in technical colleges.
18. T o o m a n y of these schools still select a t thirteen a second l a y e r of
ability a n d p u t their children t h r o u g h a t w o o r t h r e e y e a r c o u r s e , often in t h e
premises of a technical college. T h i s m u s t b e r e m e d i e d . T h e s e c o n d a r y
technical school of ito-morrow should select at eleven f r o m c h i l d r e n of
g r a m m a r school c a l i b r e a n d h a v e buildings of its o w n a n d a staff wfaich
comibines a c a d e m i c quality a n d industrial experience. Schools of this k i n d
c a n b u i l d u p s t r o n g sixth f o r m s w h i c h will p r o v i d e c a n d i d a t e s for universities
a n d for a d v a n c e d c o u r s e s a t technical colleges.
19. M a n y secondary technical schools a r e gradually b e i n g t r a n s f o r m e d in
this w a y a n d o t h e r s a r e b e i n g built. E x p e r i e n c e h a s a l r e a d y s h o w n t h a t these
schools c a n establish a r e p u t a t i o n w h i c h will b e attractive t o t h e ablest
children of eleven a n d their p a r e n t s . T h e p u p i l s in these schools will l o o k
u p o n a c a r e e r i n industry a s their n a t u r a l goal w h e t h e r it b e r e a c h e d direct
or t h r o u g h a university.
20. T h o u g h t h e g r a m m a r a n d technical schools t a k e , b r o a d l y s p e a k i n g , t h e
most able q u a r t e r of t h e b o y s a n d girls from p r i m a r y schools t h e r e is s u b ­
sitantial talent in t h e s e c o n d a r y m o d e r n schools. F o r e x a m p l e , in 1 9 5 2 - 5 3 o u t
of 2,700 winners of t h e H i g h e r N a t i o n a l Certificate of M e c h a n i c a l E n g i n e e r ­
ing, 23 per cent, h a d been t o m o d e r n schools. B o y s a n d girls i n m o d e r n
schools a r e b e g i n n i n g t o t a k e the G e n e r a l Certificate of E d u c a t i o n ( O r d i n a r y
level) at sixteen, a n d s o m e transfer to t h e sixth form of a g r a m m a r school
a n d go o n to a university.
2 1 . W i t h facts such as these in m i n d m o d e r n schools a r e b e i n g e n c o u r a g e d
to develop courses for their older p u p i l s w h i c h stir their interest in t h e
careers a h e a d of t h e m , a n d act, a s it were, a s b r i d g e s b e t w e e n s c h o o l a n d
further education. T h e s e c o u r s e s attract each year m o r e c h i l d r e n t o stay o n
after fifteen in spite of the high earnings in juvenile e m p l o y m e n t . B o y s a n d
girls w h o stay on at school a r r i v e at a technical college m u c h b e t t e r fitted
to profit b y their first c o u r s e a n d m u c h m o r e likely to h a v e t h e b a s i c
knowledge necessary t o proceed t o h i g h e r levels, I t is also a great saving
to the colleges not t o have to teach t h e i r y o u n g students w h a t t h e y o u g h t
t o have learned at school.
. 22. Secondary education will improve as t h e supply a n d qualifications of
teachers i m p r o v e . U p o n these teachers a n d their colleagues in t h e p r i m a r y
schools will largely d e p e n d t h e success of the technical colleges. T o o often
in t h e past, t h e colleges h a v e been t h o u g h t of as mainly c o n c e r n e d with giving
a second c h a n c e t o those w h o missed or w e r e d e p r i v e d of opportunities a t
school. T h e . stronger t h e schools b e c o m e , the m o r e confidently will t h e
technical colleges b e a b l e t o set their s t a n d a r d s high.
Youth Employment Service
23. AH these developments, make, it i m p o r t a n t for y o u n g people to b e well
informed a b o u t t h e n e w opportunities opened u p b y technological a d v a n c e .
A n i m p o r t a n t p a r t in this t a s k is played b y the Y o u t h E m p l o y m e n t Service
which is p r o v i d e d toy education authorities, or in s o m e a r e a s b y t h e Ministry
of L a b o u r , all u n d e r t h e general direction of the C e n t r a l Y o u t h E m p l o y m e n t
Executive of t h e M i n i s t r y of L a b o u r a n d N a t i o n a l Service. T h i s service,
which h a s b e e n greatly developed since the w a r , is in a very good position,
in the talks on careers t h a t it arranges in schools a n d in its individual advisory
w o r k , to m a k e k n o w n the r a n g e of openings available a n d to advise on t h e
ways a n d m e a n s toy w h i c h training for t h e various occupations c a n b e
o b t a i n e d ; in m a n y cases the service m a y d o t h e m o s t g o o d by influencing
the youngster a n d his p a r e n t s in the direction of continuing full-time e d u c a t i o n
r a t h e r t h a n seeking i m m e d i a t e e m p l o y m e n t .
Technical colleges to-day
24. T e c h n i c a l colleges are concerned with an unlimited r a n g e of technology.
Beside t h e w i d e field covered b y mechanical, electrical, civil, a e r o n a u t i c a l a n d
chemical engineering, there are, for e x a m p l e , courses in architecture a n d
building, textiles, m i n i n g , plastics a n d m a n y forms of applied physics a n d
chemistry. I n d e e d , students f r o m almost every industry c a n b e f o u n d in s o m e
technical college.
25. I n E n g l a n d and W a l e s there are a b o u t 500 technical or c o m m e r c i a l
establishments varying from large colleges of technology, mostly in L o n d o n
a n d t h e C o u n t y B o r o u g h , to small technical institutes.* N e a r l y all a r e
m a i n t a i n e d b y local education authorities. T h o u g h s o m e students attend as
a c o n d i t i o n of their e m p l o y m e n t , for e x a m p l e , b e c a u s e they a r e apprentices,
m o s t of t h e m are volunteers. Some 80 per cent, of t h e w o r k is vocational
a n d m o s t of it is part-time. T h e fees c h a r g e d are very low, representing on
an average n o m o r e t h a n one-fifth of t h e cost of the c o u r s e .
26. T h e r e h a s never been any uniform p a t t e r n of technical e d u c a t i o n
t h r o u g h o u t t h e c o u n t r y . Over the last sixty years or so technical colleges h a v e
grown u p on response to local d e m a n d , their siting toeing largely dictated b y
the location of industry. A r e m a r k a b l e variety of studies has been organised,
from preliminary courses for boys a n d girls of fifteen t o p o s t - g r a d u a t e w o r k .
Courses at every level are often found in the s a m e technical college. S o m e
of the staff are full-time, m a n y are part-time. S o m e courses are held in t h e
d a y , m o r e in the evening. T w o things c o m m o n to most colleges are that they
were full soon after they opened a n d h a v e been b u r s t i n g at the seams ever
since.
27. Since 1945, as a result of vigorous efforts by local education authorities
a n d industry, m o r e h a s been done to e x p a n d technical education t h a n in
any c o r r e s p o n d i n g period. B u t with d e m a n d always r u n n i n g ahead of supply
* There are in addition colleges of art, adult education centres and s o m e 9,000 evening
institutes which include a substantial number of students attending for vocational purposes.
t h e results achieved h a v e n o t b e e n a p p r e c i a t e d as they deserve. T a b l e I s h o w s
t h e g r o w t h of t h e n u m b e r s of students a t establishments of further e d u c a t i o n
since t h e war. T h e figures for 1938 a r e also shown for c o m p a r i s o n .
TABLE
I
N U M B E R OF S T U D E N T S I N G R A N T - A I D E D ESTABLISHMENTS
OF F U R T H E R E D U C A T I O N
England and Wales
000's
1954-55
Provisional
1946-47
1937-38
Full-time
20
45
64
Part-time day
89
200
402
1,094
1,166
1,575
1,203
1,411
2,041
Evening only (estimated)
TOTAL
28. T h e d i a g r a m s a n d tables b e l o w illustrate the p a r t w h i c h t h e technical
colleges a n d other establishments of (further e d u c a t i o n n o w play in t h e
e d u c a t i o n a l system of E n g l a n d a n d W a l e s . T h e y show t h e percentage of t h e
p o p u l a t i o n a g e d fifteen to t w e n t y , y e a r by y e a r , w h o a r e at school o r at
universities, training colleges for teachers, colleges of technology, c o m m e r c e or
art, or evening institutes.
TABLE
II
BOYS Agee
Ag
20
19
18
17
16
15
Schools
School s
—
4-3
9-6
17-9
33-5
Universitiess
Universitie
4-5
2-9
1-3
.—
—
Teacher
Teache r
Training
Trainin g
Colleges
College s
Technical, Commercial and Art
Colleges and Evening Institutes
Total
Tota l
Full-time
Part-time
Day
Evening
only
0-9
0-9
11
1-2
1-4
1-3
5-8
8-3
11-6
19-3
21 1
15-3
8 1
10-2
12-8
20-8
25-8
25-4
0-5
0 1
0-1
—
—
—
TABLE
HI
GIRLS
Schools
2-0
7-6
16-4
32-9
Universities
1-6
1-2
0-7
Teacher
Training
Colleges
1-6
2-6
1-5
Technical, Commercial and Art
Colleges and Evening Institutes
Full-time
Part-time
Day
Evening
only
0-4
0-5
0-8
1-5
2-5
2-7
0-5
0-8
1-7
4-8
5-8
4-7
8-0
9-6
12-5
19-2
23-0
23-5
19-8
22-4
31-2
50-9
66-2
75-5
cr
29. T h e British system of technical e d u c a t i o n is p r o b a b l y m o r e flexible
t h a n any other. F o r e x a m p l e , in m o s t other countries it is very u n u s u a l for
a n y o n e leaving school before the age of eighteen t o b e able t o e m b a r k o n a
career leading t o the highest technological qualifications.
T h e following
p a r a g r a p h s illustrate t h e routes by w h i c h in E n g l a n d a n d W a l e s a student m a y
reach the various goals.
T h e part-time route
30. A b o y of fifteen can g o t o a technical institute for a p a r t - t i m e j u n i o r
c o u r s e of o n e year w h i c h will i m p r o v e his g e n e r a l e d u c a t i o n a n d h e l p h i m
to start at sixteen on a n industrial a p p r e n t i c e s h i p or a c o m m e r c i a l training.
A t t h a t stage, joined b y others w h o h a v e left school a t sixteen or seventeen,
h e will e m b a r k o n a senior course of two or t h r e e years. S o m e of these will
b e craft courses leading to qualifications p r e s c r i b e d by industry, t h e e x a m i n a ­
tions mostly b e i n g conducted by t h e City a n d G u i l d s of L o n d o n Institute a n d
R e g i o n a l E x a m i n i n g U n i o n s closely associated with it.
3 1 . Parallel to the craft courses, or following t h e m , c o m e courses a i m e d a t
i n t e r m e d i a t e qualifications of technician level such as t h e O r d i n a r y N a t i o n a l
Certificate, certain certificates of the City a n d G u i l d s of L o n d o n Institute, a n d
certain qualifications of industrial bodies.
32. A t eighteen or nineteen t h e a d v a n c e d stage begins. U n t i l c o m p a r a t i v e l y
recently only a handful, of students straight from school h a v e been entering
technical colleges at this point. M o s t p a r t - t i m e students at technical colleges
h a v e left school not later t h a n sixteen a n d h a v e w o r k e d their p a s s a g e , m a n y
by study o n one day a week a n d often o n e or m o r e evenings as well, a n d
m a n y by evening w o r k only, t o w a r d s professional qualifications in engineering
a n d other subjects. A d v a n c e d p a r t - t i m e courses last f r o m t w o to four y e a r s
a n d l e a d for m o s t students to a H i g h e r N a t i o n a l Certificate, a L o n d o n
University degree, or s o m e other recognised e x a m i n a t i o n . Professional q u a l i ­
fications c a n b e achieved after further study a n d practical experience in
industry, so that the qualified technologist e m e r g e s at t h e age of 2 3 - 2 5 .
33. I n recent years a growing n u m b e r of short p o s t - g r a d u a t e courses h a s
b e e n p r o v i d e d for t h e benefit of scientists a n d technologists e m p l o y e d in
industry w h o wish to bring themselves u p t o d a t e with t h e latest develop­
m e n t s . I n 1954 some 900 such courses w e r e organised.
T h e full-time route
34. F u l l - t i m e courses h a v e also been organised in m a n y of the m a j o r
colleges. T h o s e for the O r d i n a r y N a t i o n a l D i p l o m a p r o v i d e p r e l i m i n a r y
training suitable for entry into industry a t eighteen as a student a p p r e n t i c e .
T h e s e h a v e n o t developed to any g r e a t extent because the majority of b o y s
a n d girls w h o wish to r e m a i n in full-time e d u c a t i o n until they a r e eighteen
prefer t o stay at school.
35. T h e courses for the H i g h e r N a t i o n a l D i p l o m a , being full-time are m u c h
m o r e b r o a d l y b a s e d t h a n those for t h e H i g h e r N a t i o n a l Certificate.
They
h a v e a wider scientific content a n d n o r m a l l y include subjects of a liberal
nature.
M o r e o v e r , they often cover t h e full a c a d e m i c r e q u i r e m e n t s for
e x e m p t i o n from the e x a m i n a t i o n s of professional bodies, whereas holders of
the H i g h e r N a t i o n a l Certificate m u s t spend a n additional year or t w o o n
extra subjects, for e x a m p l e , w o r k s organisation a n d a d m i n i s t r a t i o n , a n d in
s o m e cases further specialised technical study.
36. I n a d d i t o n , a n u m b e r of t h e m a j o r colleges provide full-time courses
leading to g r a d u a t e a n d p o s t - g r a d u a t e qualifications. T h e s e h a v e h i t h e r t o
represented the highest qualifications available to students in technical
colleges.
National Colleges
37. Some industries, a l t h o u g h i m p o r t a n t t o t h e n a t i o n a l e c o n o m y , a r e t o o
small to justify provision for a d v a n c e d technical studies at m o r e t h a n o n e
centre for each industry. T h i s fact led t h e Ministry of E d u c a t i o n soon after
t h e w a r to a r r a n g e w i t h six industries—foundry ; horology a n d scientific
i n s t r u m e n t m a k i n g ; r u b b e r ; leather ; f o o d ; a n d h e a t i n g , ventilation a n d
refrigeration engineering—to p r o v i d e a n a t i o n a l college for each of t h e m .
Selected students are sent full-time b y t h e constituent firms, m a n y of w h o m
p a y t h e students' wages during t h e course, t h e length of w h i c h varies from
o n e to two years. T h e governing bodies, which are mainly representative of
t h e industries c o n c e r n e d , a r e independent. T h e colleges are financed jointly
b y t h e Ministry a n d by industry, which h a s b e e n generous t o w a r d s t h e m in
b o t h finance a n d gifts of e q u i p m e n t .
38. T h e College of A e r o n a u t i c s a t Cranfield differs in its origin a n d
constitution from t h e other national colleges. I t w a s established b y t h e
G o v e r n m e n t following the F e d d e n R e p o r t , a n d the Ministry of E d u c a t i o n
b e c a m e responsible for the administration. T h e studies are p o s t - g r a d u a t e ,
a n d t h e governing b o d y includes representatives of t h e C o m m o n w e a l t h a n d
Services as well a s industry.
Regional Planning
39. I t was clear as far b a c k as 1925 t h a t the g r o w t h of technical colleges
w a s leading to unnecessary duplication of courses in t h e highly industrialised
regions. This w a s particularly t r u e in Y o r k s h i r e w h e r e , on the advice of
t h e then B o a r d of E d u c a t i o n , a R e g i o n a l Advisory Council, representative of
b o t h educational a n d industrial interests, was established.
H e r e a n d in
other areas where other types of co-ordinating m a c h i n e r y were established
m u c h successful p l a n n i n g w a s d o n e . I n post-war conditions co-ordination
w a s clearly still m o r e desirable a n d in 1947, nine R e g i o n a l Advisory Councils
were set u p t o cover t h e w h o l e of E n g l a n d . I n W a l e s this function w a s
entrusted to t h e Welsh J o i n t E d u c a t i o n C o m m i t t e e . T h e R e g i o n a l A d v i s o r y
Councils serve t w o m a i n p u r p o s e s ; (i) t o b r i n g e d u c a t i o n a n d industry
together to find o u t t h e needs of y o u n g w o r k e r s a n d advise o n the provision
r e q u i r e d , a n d (ii) to secure r e a s o n a b l e e c o n o m y of provision.
Associated
with these Councils a r e R e g i o n a l A c a d e m i c B o a r d s for ensuring close
co-operation between t h e universities a n d technical colleges in the provision
of a d v a n c e d courses. Ait the centre a N a t i o n a l Advisory Council on E d u c a ­
tion for Industry a n d C o m m e r c e , w h i c h is largely representative of t h e regions,
advises the Minister on n a t i o n a l policy.
40. M u c h h a s been d o n e b y these bodies to establish good relations b e t w e e n
industry a n d t h e colleges a n d to stimulate sound d e v e l o p m e n t . T h e y m u s t
clearly play an even greater p a r t in t h e future if courses, especially a d v a n c e d
courses, are to b e organised on a s t r o n g a n d efficient basis a n d if a d e q u a t e
facilities are t o b e p r o v i d e d with r e a s o n a b l e e c o n o m y in buildings a n d
teaching staff.
Wales
4 1 . Before t h e w a r t h e provision for technical education in Wales w a s , b y
c o m p a r i s o n with t h a t in E n g l a n d , s o m e w h a t m e a g r e . T h i s w a s a reflection
of t h e traditional interest in g r a m m a r school education, seen m a i n l y a s a
passport to the liberal professions, a n d of the fact that, in t h e past, W e l s h
industry, which w a s largely restricted t o coal-mining, quarrying, iron, steel
a n d tinplate, offered opportunities t o relatively small n u m b e r s for skilled
e m p l o y m e n t a n d high qualifications. E v e n so, t h e n u m b e r of y o u n g Welsh­
m e n w h o availed themselves of these o p p o r t u n i t i e s w a s insufficient for t h e
11
oountry's n e e d s — t h e y preferred to b e t r a i n e d as teachers, clergymen, a d m i n i s ­
t r a t o r s , lawyers a n d doctors, to w o r k in W a l e s a n d elsewhere, while t h e small
Welsh d e m a n d for skilled engineers a n d technicians w a s , to s o m e extent,
met from other p a r t s of t h e U n i t e d K i n g d o m .
42. T h e industrial situation has c h a n g e d considerably during t h e last
generation.
T h e c h a r a c t e r of the old-established industries h a s b e e n
transformed a n d m a n y n e w industries h a v e settled in W a l e s . T h e coal­
mining a n d metallurgical industries are n o w m o r e highly m e c h a n i s e d a n d t h e
new factories, like their c o u n t e r p a r t s in t h e rest of t h e U n i t e d K i n g d o m ,
d e p e n d o n skilled craftsmen, m e c h a n i c a l , electrical, p r o d u c t i o n a n d chemical
engineers, on d r a u g h t s m e n a n d scientists for their m a i n t e n a n c e a n d develop­
m e n t . Such a c h a n g e is equivalent t o a n e w industrial revolution in t h e
life of the Principality, a n d as such, it constitutes a challenge t o established
ways, particularly in e d u c a t i o n a l o u t l o o k a n d provisions. Y o u n g w o r k e r s
e n t e r i n g W e l s h industry a t fifteen t o - d a y n e e d o p p o r t u n i t i e s for training
as craftsmen as n e v e r before. Welsh g r a m m a r school pupils are w a n t e d
in industries t h a t did n o t exist w h e n their fathers w e r e b o y s . Consequently
m o r e students m u s t b e a t t r a c t e d into a d v a n c e d courses in technical institutes
a n d colleges a n d into degree courses in applied science a t the University of
W a l e s if t h e y o u t h of W a l e s is t o e q u i p itself for l e a d e r s h i p in t h e e c o n o m i c
life of the Principality.
4 3 . T h e continuing g r o w t h in technical education in recent years is t h e
m e a s u r e of t h e c o u n t r y ' s response t o this challenge. Since the w a r full-time
students at establishments of further e d u c a t i o n in Wales h a v e increased from
1,500 t o 2,500, p a r t - t i m e d a y students f r o m 8,500 t o 21,000 a n d evening
s t u d e n t s from 73,000 t o 115,000.
44. D u r i n g t h e s a m e p e r i o d seventeen n e w colleges h a v e b e e n c o m p l e t e d
or p u t u n d e r construction, while sixteen others h a v e been e x t e n d e d .
45. T h e s e facts r e p r e s e n t a real a c h i e v e m e n t in meeting t h e altered situation.
T h e o l d e r establishments are a l s o readjusting their w o r k . F o r e x a m p l e , y e a r
by y e a r m o r e g r a m m a r schools a r e p r o v i d i n g courses w i t h a technical b i a s
a n d the Welsh J o i n t E d u c a t i o n C o m m i t t e e h a s correspondingly extended its
e x a m i n a t i o n a r r a n g e m e n t s t o meet their needs a n d those of the technical
institutes a n d colleges as well. It h a s also p r o v i d e d a f o r u m for discussion
and g u i d a n c e to t h o s e local education authorities within w h o s e a r e a s t h e
d e m a n d s for a d v a n c e d technical education h a v e r e a c h e d considerable
dimensions.
46. T h i s service h a s b e e n a valuable one because t h e industrial pattern
of W a l e s still differs from that of E n g l a n d . T h e r e h a v e been far-reaching
changes b u t Welsh u n d e r t a k i n g s , with one or two n o t a b l e exceptions, are
generally not so large n o r so highly c o n c e n t r a t e d as their English counter­
parts, a n d t h e n u m b e r s of apprentices e m p l o y e d in s e p a r a t e establishments
are comparatively small. P l a n s for a d v a n c e d technical education in Wales
m u s t correspond with this situation. T h e y must a s s u m e a readiness on t h e
p a r t of local education authorities a n d industry to c o - o p e r a t e if the best
courses at t h e a d v a n c e d level are to b e p r o v i d e d for the technical experts
of t h e future. L e a d e r s of the educational a n d industrial life of t h e Prin­
cipality must increasingly c o m e to regard selected colleges as c o m m o n posses­
sions, t o b e developed to the highest level of a c a d e m i c efficiency in their
own fields ; u n e c o n o m i c a n d wasteful proliferation of small advanced courses
would provide only the second-rate, a n d would not be good enough as an
educational support for m o d e r n industry.
CHAPTER
THE ROLE
II
OF T H E UNIVERSITIES
47. I n the education of technologists, t h e technical colleges a r e t h e p a r t n e r s
of t h e universities. T h e i r functions a r e c o m p l e m e n t a r y a n d a l t h o u g h this
P a p e r is n o t primarily c o n c e r n e d w i t h t h e universities, it w o u l d b e i n c o m p l e t e
w i t h o u t s o m e account of t h e role they play a n d of their recent d e v e l o p m e n t .
48. T h e c o n t r i b u t i o n of t h e universities t o b o t h e d u c a t i o n a n d r e s e a r c h
in a d v a n c e d technology as well as in p u r e science, is f u n d a m e n t a l t o o u r
progress as a c o u n t r y .
A s explained below, t h e G o v e r n m e n t a t t a c h t h e
greatest i m p o r t a n c e t o t h e d e v e l o p m e n t of higher technology in t h e
universities.
49. I n some universities t h e technological studies a r e of a general n a t u r e :
in others, they a r e m o r e closely linked w i t h t h e careers a v a i l a b l e in t h e
region, such as the textile or c h e m i c a l industries. I n v a r i a b l y , these studies
are set against t h e b r o a d b a c k g r o u n d of f u n d a m e n t a l science, a n d specialisa­
tion in technology is often n o t a t t e m p t e d until t h e p o s t - g r a d u a t e stage.
A l t h o u g h m a n y students w o r k in factories in t h e v a c a t i o n s , a t m o s t universities
they gain their first real experience of industry after g r a d u a t i o n o r after a
period of p o s t - g r a d u a t e study o r research.
50. T h e universities h a v e greatly e x p a n d e d since t h e w a r , a n d this e x p a n ­
sion h a s been mainly on t h e scientific side.
I n 1946 t h e C o m m i t t e e on
Scientific M a n p o w e r ( C m d . 6824) r e c o m m e n d e d t h a t t h e university o u t p u t
of scientists a n d technologists s h o u l d b e d o u b l e d . T h e universities r e s p o n d e d
t o this call a n d accepted a heavy degree of overcrowding t o meet t h e pent
u p d e m a n d of t h o s e w h o s e university careers h a d b e e n interrupted o r post­
poned owing t o t h e w a r . T h e n u m b e r of full-time university students of
science a n d technology r o s e from 12,949 i n 1938-39 t o 27,659 in 1950-51,
an increase of 121 p e r cent. W h i l e this p e a k w a s n o t wholly m a i n t a i n e d
when t h e ex-service d e m a n d fell off, t h e r e d u c t i o n in n u m b e r s w a s surprisingly
small, a n d they a r e n o w rising again. I n t h e c u r r e n t session full-time
students of science a n d technology h a v e r e a c h e d a n e w p e a k of 29,013,
132 p e r cent, a b o v e t h e 1938-39 figure. T h e y n o w represent 34J p e r cent,
of t h e university student p o p u l a t i o n , as against 26 p e r cent, in 1938-39.
T h e n u m b e r s obtaining first degrees in science a n d technology is n o w just
over 6,000. Of these p u r e science accounts for 4,200, m a n y of w h o m
ultimately enter industry, a n d technology for a b o u t 1,850. T h e r e a r e , in
addition, some 450 students w h o o b t a i n d i p l o m a s in technology.
5 1 . D u r i n g t h e w h o l e of t h e p e r i o d since t h e w a r , buildings for teaching
a n d research in science a n d technology h a v e received high priority in t h e
allocation of g r a n t s b y t h e University G r a n t s C o m m i t t e e t o w a r d s capital
expenditure by t h e universities.
52. Of £24^ million spent or c o m m i t t e d since t h e w a r on major b u i l d i n g
schemes (£50,000 o r m o r e ) from m o n e y s at t h e free disposal of t h e University
G r a n t s C o m m i t t e e , £7f million w a s allocated t o buildings of interest t o all
faculties (halls of residence, student amenities, libraries, etc.) a n d £16^ million
t o buildings for teaching a n d research. Of this £16J million, a b o u t 84 p e r
cent, w e n t t o science in its v a r i o u s forms including technology a n d medicine.
T h e s e figures d o n o t include t h e special allocations for technology referred
to b e l o w : nor do they include t h e extension of t h e M a n c h e s t e r College of
Technology, costing a b o u t t\\
million, which h a s been financed b y l o a n s
raised b y t h e C o r p o r a t i o n of M a n c h e s t e r .
m 5 3 . T h e G o v e r n m e n t d e c i d e d t h a t a still further effort w a s needed t o extend
the supply of university t r a i n e d technologists a n d in 1953 they a n n o u n c e d
their intention t o u n d e r t a k e a massive expansion of t h e I m p e r i a l College
of Science a n d T e c h n o l o g y (University of L o n d o n ) t o e n a b l e its student
n u m b e r s to b e increased from 1,650 t o 3,000: they h a v e already increased
b y a b o u t a quarter. T h i s project will ultimately cost a b o u t £15 million. A
further p r o g r a m m e of d e v e l o p m e n t outside L o n d o n w a s a n n o u n c e d o n the
7th D e c e m b e r , 1954.
T h i s includes m a j o r d e v e l o p m e n t s a t Glasgow,
Manchester, Leeds a n d B i r m i n g h a m ; schemes o n a fairly l a r g e scale at
C a m b r i d g e a n d Sheffield ; a n d specialised developments at o t h e r universities,
financed in s o m e cases b y T r e a s u r y g r a n t a n d in o t h e r s by industry, at
E d i n b u r g h , Bristol, Newcastle u p o n T y n e , N o t t i n g h a m , S o u t h a m p t o n a n d
Swansea. T h e d e v e l o p m e n t s at G l a s g o w a n d M a n c h e s t e r are b a s e d o n the
Colleges of T e c h n o l o g y as well as o n t h e universities. T h e capital g r a n t s
r e q u i r e d t o finance these developments will a m o u n t t o a b o u t £5 million
a n d £ 1 ^ million for e q u i p m e n t . T h e s e g r a n t s h a v e b e e n s u p p l e m e n t e d o n a
considerable scale b y benefactions from industry of b o t h m o n e y a n d
equipment.
54. M o s t of the b u i l d i n g projects in the p r o g r a m m e outlined in the previous
p a r a g r a p h are already u n d e r construction a n d all will h a v e b e e n started
by 1957, t h e final y e a r of t h e present university q u i n q u e n n i u m , w h i c h b e g a n
in 1952. T h e Universities a r e n o w formulating their p l a n s for further develop­
m e n t s to b e p u t in h a n d during t h e q u i n q u e n n i u m 1957-62. T h e university
G r a n t s C o m m i t t e e , w h o will consider these proposals, will then m a k e
r e c o m m e n d a t i o n s t o the G o v e r n m e n t d u r i n g t h e present y e a r .
CHAPTER
THE PLAN FOR THE
TECHNICAL
AND
III
COLLEGES
OF
ENGLAND
WALES
55. A g a i n s t the b a c k g r o u n d described in C h a p t e r I I t h e G o v e r n m e n t h a v e
decided o n a further expansion of technical colleges. F o r this p u r p o s e they
propose t o p u t in h a n d immediately a five-year p r o g r a m m e of development
related as closely as can b e to t h e m o s t u r g e n t d e m a n d s a n d t h e extent of
available resources. T h e objectives during this period a r e to increase by
a b o u t a half the o u t p u t of students from advanced courses at technical
colleges a n d , as p a r t of a p r o p o r t i o n a t e increase at t h e lower levels, to
d o u b l e the n u m b e r s released by their employers for p a r t - t i m e courses during
the day. T h i s will call for building to b e started in t h e period 1956-61
to the value of a b o u t £70 million. W h e n these objectives are secured, the
G o v e r n m e n t will consider w h a t further measures are n e e d e d . T h e details
of the five-year plan are described below.
TECHNOLOGISTS
56. T h e m i x t u r e of earning a n d learning m a d e possible by technical
colleges continues to d e m o n s t r a t e its success. T h e students h a v e proved their
w o r t h in practice a n d employers w a n t m o r e of them. T h e present a n n u a l
o u t p u t from advanced courses at technical colleges in E n g l a n d a n d Wales
(including r o u g h l y 1,000 w h o g a i n degrees in science a n d a b o u t 500 w h o
g a i n degrees in technology) is a b o u t 9,500. T h e p r o p o r t i o n of t h e s e w h o
ultimately b e c o m e technologists in t h e sense in w h i c h t h e t e r m is u s e d i n
this P a p e r (see page 1) is n o t precisely k n o w n , b u t is p r o b a b l y a b o u t o n e
half. T h e G o v e r n m e n t n o w p r o p o s e to r a i s e t h e c a p a c i t y of a d v a n c e d c o u r s e s
at technical colleges as s o o n as p o s s i b l e from 9,500 to a b o u t 15,000.
A d v a n c e d full-time and sandwich courses
57. A s technologies g r o w m o r e c o m p l e x a n d t h e n e e d for versatility
increases, t h e strain of r e a c h i n g t h e s e h i g h qualifications b y evening w o r k
or b y studies o n one or t w o d a y s a week b e c o m e s m o r e severe. T h e r e will
b e m a n y , especially t h o s e w h o a m b i t i o n s d o n o t extend b e y o n d t h e H i g h e r
N a t i o n a l Certificate, w h o will wish or will b e obliged b y c i r c u m s t a n c e s t o
c o n t i n u e to t a k e p a r t - t i m e courses. B u t t h e G o v e r n m e n t believe t h a t for
the highest technological qualifications s a n d w i c h c o u r s e s will b e c o m e m o r e
a n d m o r e a p p r o p r i a t e . T h e s e a r e c o u r s e s lasting four or five y e a r s a n d
involving a l t e r n a t e p e r i o d s , u s u a l l y of t h r e e t o six m o n t h s , of theoretical
e d u c a t i o n in a technical college a n d specially d e s i g n e d p r a c t i c a l t r a i n i n g in
industry.
58. T h e s e a d v a n c e d c o u r s e s will suit t h e a b l e w o r k e r w h o h a s a l r e a d y h a d
experience in industry a n d s h o u l d also attract a n increasing n u m b e r of b o y s
a n d girls w h o , w h e n they l e a v e s c h o o l a t eighteen, feel t h e u r g e t o s t a r t
their c a r e e r s as soon a s possible.
59. T h e N a t i o n a l A d v i s o r y C o u n c i l o n E d u c a t i o n for I n d u s t r y a n d
C o m m e r c e u n d e r the c h a i r m a n s h i p of L i e u t - G e n e r a l Sir R o n a l d W e e k s h a s
very recently s u b m i t t e d to t h e M i n i s t e r of E d u c a t i o n a r e p o r t o n s a n d w i c h
courses. T h i s r e p o r t h a s b e e n p r e p a r e d after c o n s u l t a t i o n w i t h t h e F e d e r a t i o n
of British Industries, t h e N a t i o n a l U n i o n of M a n u f a c t u r e r s , the A s s o c i a t i o n
of C h a m b e r s of C o m m e r c e , t h e T r a d e s U n i o n C o n g r e s s a n d t h e associations
of local e d u c a t i o n a u t h o r i t i e s a n d t e a c h e r s , a n d all t h e s e b o d i e s h a v e
expressed their general s u p p o r t for t h e p r o p o s a l s in it. I t is r e p r o d u c e d
as A p p e n d i x B to this P a p e r . T h e G o v e r n m e n t fully e n d o r s e this r e p o r t .
S a n d w i c h courses h a v e b e e n or are b e i n g d e v e l o p e d for t h e b u i l d i n g , c h e m i c a l ,
electrical, m e c h a n i c a l engineering, m i n i n g a n d r a i l w a y industries a n d similar
a r r a n g e m e n t s for other industries will b e vigorously e n c o u r a g e d .
60. S a n d w i c h courses at t h e h i g h e s t level will, n o d o u b t , b e eligible for
t h e n e w A w a r d t o be given b y t h e N a t i o n a l C o u n c i l for T e c h n o l o g i c a l A w a r d s
u n d e r t h e c h a i r m a n s h i p of L o r d H i v e s . T h i s C o u n c i l h a s b e e n set u p o n t h e
r e c o m m e n d a t i o n of t h e N a t i o n a l A d v i s o r y C o u n c i l o n E d u c a t i o n for I n d u s t r y
a n d C o m m e r c e . A t t h e m o m e n t , t h e only n a t i o n a l qualification of sufficiently
h i g h level for m a n y of the best s t u d e n t s a t t e n d i n g technical colleges is t h e
L o n d o n E x t e r n a l D e g r e e . T h i s suffers from t h e d i s a d v a n t a g e s i n h e r e n t in
e x t e r n a l c o n t r o l and is limited t o a few technologies. It w a s therefore c o n ­
sidered t o b e unsuitable as a p e r m a n e n t qualification for colleges of a d v a n c e d
technology. I n the N a t i o n a l A d v i s o r y C o u n c i l ' s view t h e best w a y of over­
c o m i n g t h e difficulty w a s t o c r e a t e a n e w qualification of h i g h standing w h i c h
w o u l d allow t h e colleges freedom t o p l a n t h e i r o w n courses in c o n s u l t a t i o n
with industry a n d t h e professional b o d i e s a n d t o c o n d u c t their o w n e x a m i n a ­
tions. T h e N a t i o n a l Council for T e c h n o l o g i c a l A w a r d s , w h i c h is a n i n d e p e n ­
d e n t b o d y , w a s recently established to c r e a t e a n d administer this n e w qualifi­
c a t i o n a n d t o satisfy itself t h a t conditions of t e a c h i n g , a n d t h e syllabuses a n d
e x a m i n a t i o n s , a r e satisfactory. T h i s is a vital t a s k : t h e w o r k of t h e Council
will d o m u c h t o d e t e r m i n e t h e s c o p e a n d quality of a d v a n c e d technological
studies in t h e n e x t generation.
1:5
A i d to students
6 1 . T h e s e d e v e l o p m e n t s m u s t b e b a c k e d by a n a d e q u a t e system of finan­
cial aid. F o r those a l r e d a y e m p l o y e d in industry T e c h n i c a l State Scholar­
ships a r e a v a i l a b l e t o h e l p s t u d e n t s of o u t s t a n d i n g intellectual ability t o
p u r s u e h o n o u r s degree courses a t universities or courses of equivalent s t a n d ­
ing elsewhere. Students p r o p o s i n g to a t t e n d courses l e a d i n g t o a T e c h ­
nological A w a r d will, therefore, b e eligible for T e c h n i c a l State Scholarships
a n d the n u m b e r will b e raised as these courses d e v e l o p .
62. I n o r d e r t o e n c o u r a g e boys a n d girls t o enter these courses straight
f r o m school, t h e G o v e r n m e n t p r o p o s e i n future t o allow o r d i n a r y State
Scholarships a w a r d e d on t h e results of t h e G e n e r a l Certificate of E d u c a t i o n
E x a m i n a t i o n t o b e h e l d n o t only for h o n o u r s courses a t universities, b u t also
for courses l e a d i n g t o a T e c h n o l o g i c a l A w a r d .
6 3 . L o c a l e d u c a t i o n authorities a l r e a d y h a v e p o w e r t o assist students a t
s u c h courses a n d , in view of t h e a c a d e m i c level of these studies, a u t h o r i t i e s
a r e b e i n g a s k e d to give s u c h a s s i s t a n c e in t h e f o r m of M a j o r A w a r d s , i.e.,
a t rates e q u i v a l e n t t o those p a i d to university students.
64. T h e G o v e r n m e n t a r e g l a d t o n o t e t h a t m a n y of t h e students n o w
a t t e n d i n g a d v a n c e d s a n d w i c h c o u r s e s a r e assisted generously by their
e m p l o y e r s . E n l i g h t e n e d firms p a y t h e college fees a n d t h e students' w a g e s
d u r i n g studies, t h e latter a t a r a t e w h i c h w o u l d b e e a r n e d if t h e students
w e r e w o r k i n g in industry. T h i s a r r a n g e m e n t attracts s t u d e n t s t o the courses,
stimulates t h e i r sense of loyalty t o t h e firms a n d strengthens t h e firms' ties w i t h
t h e colleges. T h i s is a h e a l t h y d e v e l o p m e n t w h i c h t h e G o v e r n m e n t h a v e
e n c o u r a g e d b y allowing t h e p a y m e n t of fees t o c o u n t as a business e x p e n s e
for i n c o m e t a x p u r p o s e s , a n d t h e y h o p e t o see m o r e firms a d o p t i n g this
practice.,
Colleges of A d v a n c e d Technology
6 5 . T h e G o v e r n m e n t consider t h a t t h e b u l k of full-time o r s a n d w i c h courses
s h o u l d b e c a r r i e d o n in colleges w h i c h c o n c e n t r a t e o n a d v a n c e d courses of
technological level.
66. T e a c h e r s c a p a b l e of t a k i n g c h a r g e of such courses a r e scarce a n d t h e
e q u i p m e n t t h e y n e e d is often expensive. M o r e o v e r , a n a d v a n c e d c o u r s e in
o n e technology often c a n n o t b e efficient unless allied technologies a r e studied
t o a similar level in t h e s a m e college. T h e college m u s t also b e strong in the
a p p r o p r i a t e f u n d a m e n t a l sciences. A n d o p p o r t u n i t i e s for r e s e a r c h are essen­
tial in o r d e r t o p r o m o t e fully effective c o - o p e r a t i o n between industry a n d t h e
staff of t h e technical college.
67. I n 1952 a special r a t e of 75 per cent, g r a n t w a s i n t r o d u c e d to foster
t h e d e v e l o p m e n t of technical colleges in w h i c h a l a r g e p r o p o r t i o n of t h e w o r k
w o u l d consist of a d v a n c e d w o r k a n d r e s e a r c h in technology including courses
in a d v a n c e d t e c h n o l o g y a t g r a d u a t e a n d p o s t - g r a d u a t e levels.
68. T h e following twenty-four* colleges a t present receive 75 per cent,
g r a n t for c e r t a i n of their a d v a n c e d w o r k : —
B i r m i n g h a m College of T e c h n o l o g y .
B r a d f o r d T e c h n i c a l College. B r i g h t o n T e c h n i c a l College. . * The Manchester College of Technology, which has been receiving 75 per cent, grant, has
now been granted a Royal Charter and will come under the aegis of the University Grants
Committee. It is therefore not included in the list.
Huddersfield T e c h n i c a l College.
Leicester College of Technology a n d C o m m e r c e .
L i v e r p o o l College of Building.
London—
v
B a t t e r s e a Polytechnic. L a m b e t h , B r i x t o n L . C . C . School of Building. Chelsea P o l y t e c h n i c . F i n s b u r y , N o r t h a m p t o n Polytechnic. Islington, N o r t h e r n Polytechnic St. M a r y l e b o n e , T h e Polytechnic. City, Sir J o h n Cass College. S o u t h w a r k , B o r o u g h Polytechnic. W o o l w i c h Polytechnic. M i d d l e s e x , A c t o n T e c h n i c a l College.
N o t t i n g h a m a n d District T e c h n i c a l College.
Salford, R o y a l T e c h n i c a l College.
S t o k e - o n - T r e n t , N o r t h Staffordshire T e c h n i c a l College.
S u n d e r l a n d T e c h n i c a l College.
W a r w i c k s h i r e , R u g b y College of T e c h n o l o g y a n d Arts.
and in W a l e s : —
Cardiff College of T e c h n o l o g y a n d C o m m e r c e .
Treforest, G l a m o r g a n Technical College.
69. T h e G o v e r n m e n t n o w wish t o see t h e p r o p o r t i o n of a d v a n c e d w o r k a t
these colleges vigorously increased. T h e Minister of E d u c a t i o n will discuss
f o r t h w i t h w i t h t h e l o c a l e d u c a t i o n authorities c o n c e r n e d h o w this c a n b e d o n e
within t h e f r a m e w o r k of the building p r o g r a m m e a n n o u n c e d in this P a p e r .
I n a d d i t i o n there m a y b e a few o t h e r colleges which, b e c a u s e of d e v e l o p m e n t s
n o w in t r a i n or the m o v e m e n t of industry, m a y qualify for 75 p e r cent,
grant.
70. T h e building u p of colleges of a d v a n c e d technology will n o t p r e v e n t
the d e v e l o p m e n t elsewhere in suitable cases of a d v a n c e d courses, p a r t i c u l a r l y
t h o s e of a p a r t - t i m e n a t u r e . I n d e e d , p a r t - t i m e a d v a n c e d courses a r e a l r e a d y
p r o v i d e d i n s o m e 150 local colleges conveniently p l a c e d for t h e s t u d e n t s a n d
p a r t - t i m e staff w h o w o r k in industry. T h e s e courses m a k e a vital c o n t r i b u ­
tion to t h e total o u t p u t of technologists, especially b y the H i g h e r N a t i o n a l
Certificate r o u t e , a n d they will b e expected to c o n t i n u e a n d d e v e l o p a s l o n g
as they a r e efficient a n d c a n a t t r a c t e n o u g h students.
7 1 . T h e r e a r e t h o s e w h o a r g u e that a college of a d v a n c e d technology
c a n n o t b e successfully a d m i n i s t e r e d within t h e f r a m e w o r k of local g o v e r n ­
m e n t . T h e G o v e r n m e n t d o n o t accept this. L o c a l authorities t a k e g r e a t
p r i d e in s u c h colleges a n d often h a v e b e e n willing to find m o r e m o n e y f o r
t h e m t h a n the p r e s s u r e o n n a t i o n a l resources h a s allowed t h e m t o spend.
T o r e m o v e t h e m f r o m local control against t h e wishes of t h e a u t h o r i t i e s
c o u l d b e justified n e i t h e r by past experience n o r b y the h o p e of b e t t e r
results f r o m a m o r e c e n t r a l control. T h i s s t a t e m e n t is, however, subject t o
o n e qualification: t h e G o v e r n m e n t d o rely o n t h e l o c a l authorities t o w o r k
effectively together in p l a n n i n g t h e provision of courses a n d — j u s t as i m p o r ­
t a n t — i n m a k i n g it possible for students, whether they live in their own o r
a n o t h e r local a u t h o r i t y ' s a r e a , to a t t e n d courses w h i c h best suit their n e e d s .
72. Colleges of a d v a n c e d technology m u s t also h a v e the i n d e p e n d e n c e
a p p r o p r i a t e t o the a c a d e m i c level of their work. S o m e local authorities h a v e
p o i n t e d t h e w a y b y establishing strong governing b o d i e s widely r e p r e s e n t a t i v e
of industry a n d w i t h p o w e r t o s p e n d within the h e a d s of a n n u a l estimates
a p p r o v e d b y the a u t h o r i t y . T h e M i n i s t e r is t a k i n g steps in consultation w i t h
the local e d u c a t i o n authorities c o n c e r n e d to ensure the g e n e r a l a d o p t i o n of
this policy for all colleges of a d v a n c e d technology. H e also proposes t o
review the a c c o m m o d a t i o n a n d e q u i p m e n t of each such college a n d t o satisfy
himself t h a t t h e staff a r e a d e q u a t e l y qualified a n d h a v e a p p r o p r i a t e freedom
t o p l a n t h e i r o w n courses.
7 3 . W i t h i n t h e five-year p r o g r a m m e of capital d e v e l o p m e n t a n n o u n c e d in
this P a p e r t h e colleges of a d v a n c e d technology will b e e x p e c t e d t o m a k e
c o n s i d e r a b l e progress in increasing t h e i r v o l u m e of a d v a n c e d w o r k , especially
b y m e a n s of full-time a n d s a n d w i c h courses, a n d in divesting themselves of
w o r k b e l o w t h e a d v a n c e d level. T h e y will be expected, t o o , to develop a
s u b s t a n t i a l a m o u n t of r e s e a r c h , p a r t i c u l a r l y research s p o n s o r e d by industry,
a n d , w h e r e a p p r o p r i a t e , t o initiate p o s t - g r a d u a t e studies. T h e y s h o u l d a l s o
e n c o u r a g e their staff t o u n d e r t a k e a r e a s o n a b l e a m o u n t of consulting w o r k .
74. F o r all this to b e d o n e t h e scale of staffing will h a v e t o b e m o r e
g e n e r o u s t h a n it is in s o m e cases at present. T h i s m u s t b e faced, for these
colleges a r e of crucial i m p o r t a n c e to t h e future of technological e d u c a t i o n in
this country.
7 5 . T h e s e a n d all o t h e r colleges engaged o n a d v a n c e d w o r k will b e
expected t o d e v e l o p close c o n t a c t s w i t h t h e a p p r o p r i a t e universities. T h i s is
d o n e t o d a y b o t h direct a n d t h r o u g h t h e R e g i o n a l A c a d e m i c B o a r d s for
T e c h n i c a l E d u c a t i o n on w h i c h t h e universities^ t h e local e d u c a t i o n authorities,
the technical colleges a n d industry a r e represented. It seems p r o b a b l e t h a t
t h e resources of b o t h universities a n d colleges could b e c o - o r d i n a t e d to greater
effect t h a n is s o m e t i m e s t h e c a s e at present.
TECHNICIANS AND
CRAFTSMEN
76. T h e c o n d i t i o n s w h i c h d e m a n d an increase in technologists apply a l s o
t o t e c h n i c i a n s . A s m a n y a s five o r six technicians m a y b e r e q u i r e d t o every
technologist. T h e M i n i s t e r of L a b o u r a n d N a t i o n a l Service h a s a l r e a d y a s k e d
industry, t h r o u g h his N a t i o n a l J o i n t Advisory C o u n c i l , t o consider future
needs for t e c h n i c i a n s a n d craftsmen a n d h o w t o m e e t t h e m .
7 7 : T h e t r a d i t i o n a l m e t h o d of t r a i n i n g technicians a n d craftsmen in this
c o u n t r y is a p p r e n t i c e s h i p , of w h i c h t h e characteristic feature is t h a t t h e
a p p r e n t i c e receives p r a c t i c a l t r a i n i n g in e m p l o y m e n t for a p e r i o d of y e a r s .
Versatility a n d g r a s p of principles a r e indispensable for enabling those w h o
a r e b e i n g t r a i n e d t o d a y t o k e e p u p - t o - d a t e and p l a y their p a r t effectively in
t h e c o n d i t i o n s of t h e future. I n view of this e m p l o y e r s in m o s t industries
w h i c h h a v e a d o p t e d a p p r e n t i c e s h i p schemes h a v e agreed t o release t h e i r
a p p r e n t i c e s for one day a w e e k for a t t e n d a n c e at technical classes w h e r e
facilities exist.
7 8 . Since the w a r t h e r e h a s b e e n a g r e a t increase in t h e use m a d e of s u c h
facilities, b u t t h e r e is certainly scope for m o r e . T a b l e I V s h o w s t h e w i d e
v a r i a t i o n s in t h e p r a c t i c e of d a y release in different industries.
EDUCATIONAL YEAR
1953-54 STUDENTS " RELEASED " FROM INDUSTRY Students aged under 1 8 years released by their employers to attend courses for part-time
education shown as a percentage of the estimated number aged under 18 years who are
insured under the National Insurance Acts.
England and Wales'
Boys
Industry
Industrytt
Numbers Estimated Numbers
Estimated Numbers
released numbers released
numbers released
by
as per
by
insured
insured employers
cent,
of
employers
end
at end
numbers ofat May*
during
of May* during
year
insured
year
1954
Engineering, Shipbuilding
and Electrical Goods ...
Mining and Quarrying
Public Administration and
Defence
Building and Contracting...
Chemicals and Allied Trades
Gas, Electricity and Water
Supply
Paper and Printing
Professional Services
Transport and Communica­
tions
...
Metal Manufacture
Other Manufacturing Indus­
tries
Clothing
Food, Drink and Tobacco
Textiles
Precision Instruments,
Jewellery, etc.
Manufacturers of Wood and
Cork
Vehicles
Treatment of Non-Metal­
liferous Mining Products
other than coal
Distributive Trades
Leather, Leather Goods and
Fur
Miscellaneous Services (in­
cluding Entertainment)...
Agriculture, Forestry and
Fishing
Insurance, Banking and
' Finance
Metal Goods not elsewhere
specified
TOTAL
Girls
1953-54
1954
77,330
37,560
69,203
20,807
90
55
10,050
67,670
8,140
5,495
30,216
3,220
6,830
19,620
12,730
2,503
6,455
3,371
40,370
16,230
6,679
2,516
6,150
12,440
21,580
17,880
896
1,706
2,450
1,846
5,360
482
.
1953-54
1954
32,980
1,420
4,073
43
12
3
55
45
40
11,970
4,480
13,650
6,485
84
1,725
54
2
13
37
33
27
2,820
26,190
32,390
391
786
11,007
14
3
34
17
16
14,490
5,250
2,620
368
18
7
15
14
11
10
11,700
65,650
40,010
52,640
805
1,498
3,253
1,786
5,190
45
1
9
1954
Numbers
released
as per
cent, of
numbers
insured
-.(
f
ii 2
8
3
.j
20,260
48,980
1,184
2,916
6
6
6,070
14,570
36
149
1
1
11,800
76,360
584
3,025
4
8,300
163,340
181
5,965
. 2
4
2,340
95
4
3,250
28
19,060
503
3 j
56,820
1;593
46,610
574
1
8,760
58
1
7
1
19,510
41
1
17,410
163
1
15,550
468
610,400
166,896
27
617,000
. 43,488
7,240
-
i
* Figures supplied by Ministry of Labour and National Service.
f Industries classified in accordance with the Standard Industrial Classification.
....,w
3
.
7
:
7 9 . T e c h n i c a l e d u c a t i o n , essential as it is, is a l w a y s r e g a r d e d as an adjunct
t o , a n d n o t a substitute for, p r a c t i c a l t r a i n i n g on t h e j o b . I n d u s t r y , therefore,
m u s t p l a y t h e leading p a r t i n a n y increased o u t p u t of craftsmen, b u t t h e
G o v e r n m e n t will b e r e a d y t o d o its s h a r e in p r o v i d i n g t h e a d d i t i o n a l facilities
for technical e d u c a t i o n w h i c h m a y b e r e q u i r e d b o t h t o m a t c h any rise in
n u m b e r s as well as to m e e t any call for m o r e intensive technical e d u c a t i o n
of a p p r e n t i c e s .
80. T h e t e r m s of a p p r e n t i c e s h i p a n d e d u c a t i o n s h o u l d b e adjusted to suit
c h a n g i n g n e e d s . F o r e x a m p l e , it is u n d e s i r a b l e t h a t rigid a p p r e n t i c e s h i p a g e
limits s h o u l d p r e v e n t t h e c o m p l e t i o n of a p r e - a p p r e n t i c e s h i p full-time c o u r s e
w h e r e this is f o u n d t o p r o v i d e a useful p r e p a r a t i o n for a y o u n g person w h o
i n t e n d s to b e c o m e a skilled c r a f t s m a n b u t w h o w o u l d n o t finish t h e course
until after his sixteenth b i r t h d a y . A t t h e o t h e r e n d , t h e w i t h d r a w a l of t h e
privilege of d a y release at t h e a g e of eighteen, w h i c h s o m e t i m e s occurs in t h e
m i d d l e of a n e d u c a t i o n a l y e a r , d i s c o u r a g e s b o t h students a n d colleges.
Wastage
8 1 . Serious w a s t a g e o c c u r s at p r e s e n t in courses for technicians a n d crafts­
m e n . I n m a n y courses o n l y o n e - q u a r t e r of those w h o start r e a c h a n d succeed
in t h e e x a m i n a t i o n w h i c h c o m e s a t t h e e n d of it.
82. M o s t of t h e w a s t a g e t a k e s p l a c e a t t h e age of a b o u t sixteen. T h e
m a i n r e a s o n s for it a r e r e l i a n c e o n evening classes, t h e need to w o r k overtime,
b e i n g a w a y o n a j o b , shift w o r k , travelling difficulties, ill-health, a c h a n g e
t o a n o t h e r j o b , h o m e c o n d i t i o n s w h i c h m a k e study t h e r e impossible, or lack of
e n c o u r a g e m e n t f r o m t h e e m p l o y e r . S o m e of these a r e i r r e m e d i a b l e , b u t t h e
p r e s e n t r a t e of w a s t a g e c a n b e r e d u c e d b y greater u n d e r s t a n d i n g o n the p a r t
of p a r e n t s a n d e m p l o y e r s , b y b e t t e r selection a n d especially b y t h e substitution
of p a r t - t i m e d a y for evening classes.
8 3 . I t is n o t a l w a y s easy t o j u d g e w h e t h e r a b o y or girl of fifteen o r sixteen
will b e a b l e to m a k e a success of a p a r t i c u l a r c o u r s e a n d it is h u m a n t o err
o n t h e side of generosity. Y o u n g p e o p l e w a n t t o feel t h a t they c a n go far.
B u t it is a m i s t a k e n k i n d n e s s t o a d m i t t h e m t o courses for which their
ability is clearly i n a d e q u a t e . T h e t e m p t a t i o n t o d o this is less w h e r e there
is a system of easy transfer u p w a r d s f r o m o n e g r a d e of c o u r s e to a n o t h e r .
84. E x p e r i e n c e s h o w s t h a t w a s t a g e f r o m p a r t - t i m e day courses, especially
t h e large majority w h i c h a r e a t t e n d e d a s p a r t of a f o r m a l apprenticeship
t r a i n i n g , is m u c h less t h a n from e v e n i n g classes. T h e local e d u c a t i o n a u t h o ­
rities a n d i n d u s t r y will therefore b e u r g e d t o e n a b l e m o r e a n d m o r e b o y s
a n d girls t o study d u r i n g t h e d a y i n s t e a d of in t h e evening. A t technician
level it m a y well b e a d v a n t a g e o u s t o p r o v i d e s o m e of these day-time classes in
t h e shape" of s a n d w i c h c o u r s e s as r e c o m m e n d e d in t h e r e p o r t at A p p e n d i x B to
this P a p e r .
85. T a b l e I V shows t h e n u m b e r of b o y s a n d girls u n d e r eighteen released
b y t h e i r e m p l o y e r s d u r i n g t h e day in 1 9 5 3 - 5 4 . I n t h a t y e a r t h e n u m b e r of
s t u d e n t s of all ages r e l e a s e d d u r i n g t h e d a y w a s 326,000. I n 1954-55 t h i s
n u m b e r rose t o 355,000. T h e G o v e r n m e n t s a i m n o w is to see this last figure
doubled.
Refresher courses
86. A s industrial t e c h n i q u e s d e v e l o p it will b e i m p o r t a n t t o provide o p p o r ­
tunities for w o r k e r s in m i d - c a r e e r t o b r i n g themselves u p to d a t e . T r a i n i n g
in n e w skills will r e m a i n t h e responsibility of i n d u s t r y , b u t it will b e for t h e
technical colleges t o p r o v i d e short c o u r s e s designed to explain the principles
involved.
-
THE FURTHER EDUCATION OF GIRLS 87. G i r l s a r e a m a t c h for b o y s a t school. T h e y d o a t least as well in t h e
selection at eleven p l u s a n d in m o s t secondary school e x a m i n a t i o n s . B u t o n c e
they leave school far fewer girls c o n t i n u e their e d u c a t i o n . T h e only exception
is t h a t twice as m a n y girls as boys t a k e full-time c o u r s e s in further e d u c a t i o n
between t h e ages of fifteen a n d eighteen, b u t the n u m b e r s i n v o l v e d a r e very
small. T h e picture is q u i t e different for p a r t - t i m e c o u r s e s , for w h i c h four
times as m a n y boys as girls are released. A m o n g girls of eighteen only o n e in
five p u r s u e s any f o r m of e d u c a t i o n . H o w unsatisfactory these figures a r e c a n
b e seen a g a i n s t the fact t h a t half the girls a n d w o m e n in t h e c o u n t r y b e t w e e n
t h e ages of fifteen a n d thirty-five are " gainfully o c c u p i e d " . H u n d r e d s of
t h o u s a n d s of these y o u n g w o m e n are n o t m a k i n g t h e best u s e of their talents
b e c a u s e they s t o p p e d their e d u c a t i o n w h e n they left school.
88. A great m a n y girls d o n o t see t h e p o i n t of further e d u c a t i o n once they
h a v e got a j o b . T h e i r h o p e s a r e n a t u r a l l y b e n t o n m a r r i a g e a n d they fear
p e r h a p s — t h o u g h there is m u c h experience to p r o v e t h e m w r o n g — t h a t b y
aiming at a certificate they m a y miss a h u s b a n d .
89. E m p l o y e r s , finding t h a t m a n y girls m a r r y early a n d give u p their j o b s ,
often t h i n k it n o t w o r t h while to h e l p t h e girls w h o c o m e t o t h e m f r o m school
to c o n t i n u e their e d u c a t i o n . W e find, for e x a m p l e , t h a t only o n e girl i n
twenty-five in the distributive t r a d e s , w h i c h e m p l o y over a q u a r t e r of t h e
girls in w o r k , is released for a d a y - t i m e course. I n short, s o m a n y girls
leave school with t h e idea t h a t w h a t e v e r job t h e y t a k e they a r e o n l y filling
in time till they get m a r r i e d t h a t the d e m a n d for their further e d u c a t i o n is
very m u c h smaller t h a n it o u g h t t o b e .
90. A c h a n g e of o u t l o o k is n e e d e d , n o t b e c a u s e m o r e girls a n d w o m e n
should b e p e r s u a d e d to g o o u t to w o r k , b u t b e c a u s e further e d u c a t i o n will
e n a b l e the great n u m b e r w h o d o e a r n their living to qualify for better j o b s
a n d to gain t h e m a x i m u m p l e a s u r e a n d profit f r o m their w o r k ; a n d , c o n t r a r y
to old-fashioned ideas, such further e d u c a t i o n is n o t w a s t e d if a girl m a r r i e s
a n d e x c h a n g e s a career outside t h e h o m e for o n e w i t h i n it. F a r m o r e often
t h a n n o t the k n o w l e d g e a n d e x p e r i e n c e t h a t c o m e s f r o m studying for a b e t t e r
j o b helps her t o b u i l d h e r own family on f o u n d a t i o n s of c o m m o n interests
and understanding.
9 1 . A p a r t from t e a c h i n g , the m o s t p o p u l a r c o u r s e s with girls cover such
subjects as n u r s i n g , c o m m e r c i a l a n d secretarial w o r k , c o m m e r c i a l a n d
industrial design, art, t h e n e e d l e t r a d e s , c a t e r i n g , c o o k e r y a n d d o m e s t i c
subjects. F a i r n u m b e r s a r e t a k i n g courses in scientific subjects, b u t t h e r e is
n o d o u b t m a n y m o r e could t a k e u p science a n d w o u l d find o p e n i n g s for
m o s t successful careers. T h e p r o b l e m is h o w t o increase t h e n u m b e r of
girls asking for science courses, a n d t h e w e a k n e s s h e r e is in t h e s e c o n d a r y
schools, w h e r e t h e r e is a s h o r t a g e of t e a c h e r s of m a t h e m a t i c s a n d science
m o r e p r o n o u n c e d t h a n in b o y s ' schools. T h e best p o i n t to a t t a c k this p r o b l e m
m u s t . b e in t h e girls' g r a m m a r schools w h e r e t h e H e a d c o u l d influence m o r e
girls, w h o h a v e decided to t a k e u p t e a c h i n g , to c h o o s e science or m a t h e m a t i c s
as their special subject. O n l y small n u m b e r s of girls at p r e s e n t decide t o
study science or m a t h e m a t i c s at t h e universities or t r a i n i n g colleges. I t is
in the n a t i o n a l interest t h a t m o r e s h o u l d be e n c o u r a g e d to d o so.
92. W e d o not k n o w t h e
y o u n g p e o p l e , which waits
safe to say t h a t it is greater
a m b i t i o n to m a r r y will very
precise extent of t h e reserve of t a l e n t a m o n g o u r
t o b e developed b y further e d u c a t i o n ; b u t it is
a m o n g t h e girls t h a n t h e b o y s . A s , h o w e v e r , t h e
rightly c o n t i n u e t o be u p p e r m o s t in t h e t h o u g h t s
of girls, progress in recruiting m o r e girls a n d w o m e n for c o u r s e s in technical
colleges d e p e n d s o n their recognition t h a t further e d u c a t i o n will h e l p a n d
n o t h i n d e r t h e prospects of a h a p p y m a r r i e d life.
THE
PROGRAMME
OF CAPITAL
DEVELOPMENT
93. T h e building p r o g r a m m e for technical colleges for 1 9 5 6 - 5 7 is p l a n n e d
t o r e a c h a b o u t £9 million. T h o u g h this is £ 2 million l a r g e r t h a n t h e 1955-56
p r o g r a m m e a n d nearly £4 million larger t h a n t h e 1 9 5 4 - 5 5 p r o g r a m m e , it is
a g o o d deal less t h a n local e d u c a t i o n authorities h a v e a s k e d for. T h e G o v e r n ­
m e n t p r o p o s e t o step t h e p r o g r a m m e u p . T h e r a t e of t h e increase will b e
decided from t i m e t o t i m e , [in t h e light of e c o n o m i c c i r c u m s t a n c e s a n d progress
w i t h t h e p r o g r a m m e ] , b u t t h e general i n t e n t i o n is t o s t a r t £ 7 0 million w o r t h
of w o r k within a p e r i o d of five y e a r s , i.e., over t h e y e a r s 1 9 5 6 - 5 7 to 1960-61
inclusive. T h e s e projects a r e estimated to r e q u i r e t h e e x p e n d i t u r e of a further
£ 1 5 million for e q u i p m e n t .
94. F o r projects s u c h as technical colleges, w h i c h a r e often large a n d
always c o m p l e x , t h e present system of c o m p i l i n g a n n u a l p r o g r a m m e s only
a b o u t twelve m o n t h s a h e a d of t h e b e g i n n i n g of t h e y e a r in w h i c h t h e projects
a r e d u e t o b e started is i n a d e q u a t e . I n o r d e r to give a u t h o r i t i e s longer notice,
t h e Minister of E d u c a t i o n will a p p r o v e this s p r i n g a p r o g r a m m e of £15 million
for 1957-58 a n d a [provisional] p r o g r a m m e , also of £15 million, for 1 9 5 8 - 5 9 .
T h u s , t a k i n g i n t o a c c o u n t t h e p r o g r a m m e of £9 million a l r e a d y a p p r o v e d for
1 9 5 6 - 5 7 , t h e G o v e r n m e n t ' s p r o p o s a l s p r o v i d e for a t o t a l of £39 million w o r t h
of w o r k to b e started d u r i n g t h e first three years of t h e five-year p e r i o d .
95. W h e n t h e p r o g r a m m e for 1957-58 a n d t h e [provisional] p r o g r a m m e
for 1958-59 h a v e b e e n a p p r o v e d , t h e Minister will invite a d v a n c e p r o p o s a l s
for 19.59-60 a n d 1960-61 w i t h a view t o e n c o u r a g i n g a u t h o r i t i e s t o p r o c e e d
w i t h t h e p l a n n i n g of at least t h e larger projects w h i c h s h o u l d b e started in
t h o s e y e a r s . T h e 1 9 5 9 - 6 0 p r o g r a m m e as a w h o l e will b e a p p r o v e d n o t
later t h a n the spring of 1957.
96. O u r best p o s t - w a r schools h a v e b e c o m e f a m o u s t h r o u g h o u t t h e w o r l d
b e c a u s e they c o m b i n e l o w cost with high quality of design, construction a n d
finish. T h e lessons w h i c h h a v e been learned in school b u i l d i n g will b e applied
t o technical colleges. F i n e college buildings c a n illustrate, as n o t h i n g else
c a n , t h e confidence in the future which inspires t h e e x p a n s i o n of technical
e d u c a t i o n . T h e G o v e r n m e n t h o p e t h a t in view of t h e i m p o r t a n c e of these
projects local authorities will b e careful t o c h o o s e g o o d architects w h e t h e r
from t h e i r o w n staff or from t h o s e in p r i v a t e practice. T h e y h o p e t o o t h a t
a u t h o r i t i e s will insist o n a d e q u a t e briefing a n d p l a n n i n g b e f o r e b u i l d i n g begins
a n d t h a t architects a n d contractors will c o m b i n e t o s h o w w h a t efficient t e a m ­
w o r k c a n achieve.
97. A technical college is m u c h m o r e t h a n a collection of w o r k s h o p s , l a b o r a ­
tories a n d classrooms. T h e r e m u s t b e facilities for food, r e c r e a t i o n a n d
social life, a n d at s o m e colleges of a d v a n c e d technology h o s t e l a c c o m m o d a t i o n
will b e r e q u i r e d . I t is h o p e d t h a t industries for w h i c h c o u r s e s leading t o t h e
new; technological a w a r d h a v e been a r r a n g e d will h e l p t o p r o v i d e hostels
for their employees.
98. A t t h e lower levels m a n y m o r e b u i l d i n g s for t e c h n i c a l e d u c a t i o n will
b e r e q u i r e d close t o t h e h o m e s or w o r k of t h e y o u n g p e o p l e c o n c e r n e d .
L o c a l colleges will b e n e e d e d b o t h t o relieve t h e colleges of a d v a n c e d tech­
nology of their less a d v a n c e d w o r k a n d to p r o v i d e a l o c a t i o n for the d a y - t i m e
courses w h i c h will b e substituted for some of t h e evening classes a t secondary
schools.
THE SUPPLY OF TEACHERS 99. T h e r e a r e at p r e s e n t s o m e 40,000 p a r t - t i m e a n d a b o u t 9,000 full-time
t e a c h e r s in technical colleges. T h e s e figures s h o w t h e d e p e n d e n c e of the colleges
on p a r t - t i m e teachers. A b o u t 9,500 of t h e m are school t e a c h e r s w h o t e a c h
in technical colleges in t h e evening. M o s t of the rest are d r a w n from i n d u s t r y
a n d c o m m e r c e o n a c c o u n t of their special qualifications a n d experience. S o m e
are released b y their e m p l o y e r s to t e a c h p a r t - t i m e d a y s t u d e n t s . M a n y t e a c h
classes in their s p a r e t i m e .
100. A c o n s i d e r a b l e n u m b e r of t h e full-time teachers a r e university g r a d u ­
ates w i t h industrial experience. O t h e r s have technician or craft qualifications.
M a n y c o m e from t h e r a n k s of t h e p a r t - t i m e : they a c q u i r e a liking for t e a c h ­
ing w h e n they a r e given c h a r g e of p a r t - t i m e classes a n d t h e n t u r n over t o
full-time service as the o p p o r t u n i t y arises. I n d e e d t e a c h e r s recruited in this
fashion a r e often a m o n g the best. Such transfers from industry b y m e n in
m i d - c a r e e r a r e a n i m p o r t a n t source of strength t o t h e t e c h n i c a l colleges.
101. T o achieve t h e objectives set o u t in this P a p e r m a n y more: t e a c h e r s
will b e r e q u i r e d . T h e G o v e r n m e n t h o p e t h a t industry will b e r e a d y t o release
yet m o r e of its e m p l o y e e s for p a r t - t i m e teaching d u r i n g the d a y , so t h a t its
a p p r e n t i c e s m a y b e given t h e m o r e t h r o u g h g r o u n d i n g w h i c h m o d e r n
conditions r e q u i r e .
102. T h e supply of full-time t e a c h e r s h a s recently b e e n g r o w i n g a t t h e very
satisfactory r a t e of 700 t o 800 a y e a r . L o c a l e d u c a t i o n a u t h o r i t i e s h a v e a
s u b s t a n t i a l m e a s u r e of discretion over salaries for t e c h n i c a l college staffs a n d
by offering t h e r i g h t c o n d i t i o n s of service they s h o u l d b e a b l e t o a t t r a c t a
r e a s o n a b l e s h a r e of t h e a v a i l a b l e technical m a n p o w e r .
103. T h e success of o u r p l a n s d e p e n d s as m u c h o n quality of t e a c h i n g a s
o n n u m b e r s . I n i m p r o v i n g quality t r a i n i n g c a n p l a y a n i m p o r t a n t p a r t .
Since 1945 t r a i n i n g colleges for technical teachers, m a i n l y for full-time
t e a c h e r s , h a v e b e e n established in L o n d o n a n d a t B o l t o n a n d Huddersfield.
T h e M i n i s t r y of E d u c a t i o n , local education a u t h o r i t i e s a n d R e g i o n a l
A d v i s o r y C o u n c i l s r u n m a n y short courses for p a r t - t i m e t e a c h e r s a n d a
n u m b e r of w e l l - k n o w n firms h a v e c o - o p e r a t e d in this w o r k , l e n d i n g staff a n d
lecturers for the courses a n d giving t h e teachers o p p o r t u n i t i e s t o k e e p a b r e a s t
of i n d u s t r i a l d e v e l o p m e n t s . T h e professional institutions, w h i c h h a v e d o n e
so m u c h t o raise s t a n d a r d s in technical education, h a v e a l s o h e l p e d b y o r g a n i s ­
ing conferences for teachers o n m o d e r n m e t h o d s in t e a c h i n g a n d i n d u s t r i a l
practice.
104. T h e G o v e r n m e n t h o p e t o see m o r e a n d m o r e teachers t a k i n g a d v a n t a g e
of t h e s e facilities a n d as the supply of teachers i m p r o v e s it will b e possible
for increasing n u m b e r s to b e released b y local e d u c a t i o n a u t h o r i t i e s for
refresher experience in i n d u s t r y . T h i s experience is i n v a l u a b l e a n d t h e p r a c ­
tice s h o u l d b e e n c o u r a g e d t o t h e fullest extent possible.
TECHNICAL LITERATURE
105. E v e r y technical college s h o u l d h a v e a library w i t h a d e q u a t e supplies
of t e c h n i c a l b o o k s a n d j o u r n a l s . T h e library can play a n i m p o r t a n t p a r t in
t h e g e n e r a l life of t h e college, a n d especially i n t h e d e v e l o p m e n t of its
a d v a n c e d w o r k a n d in t r a i n i n g students in m e t h o d s of h a n d l i n g t e c h n i c a l
literature. Its first duty is t o the staff a n d students of the college. I t c a n
also, h o w e v e r , give v a l u a b l e service b y m a k i n g its r e s o u r c e s a v a i l a b l e t o
local i n d u s t r y a n d b y acting as a c e n t r e for the s u p p l y of technical i n f o r m a ­
tion a n d t h e e x c h a n g e of technical ideas. I n this w a y t h e library c a n m a k e
s o m e r e t u r n for t h e release of p a r t - t i m e teachers f r o m i n d u s t r y , w h i c h i s so
vital t o the G o v e r n m e n f s p l a n s . F o r these r e a s o n s every technical college
library s h o u l d h a v e a g r a n t large e n o u g h t o e n a b l e its acquisition of b o o k s
a n d periodicals to k e e p p a c e with technical d e v e l o p m e n t s .
106. T h e r e should also b e as m u c h c o - o p e r a t i o n as possible between college,
public a n d other libraries at local, r e g i o n a l a n d n a t i o n a l levels. T h i s will
m a k e easier t h e i n t e r c h a n g e of technical m a t e r i a l a n d information, w h i c h is
particularly desirable in view of t h e high cost of m a n y technical b o o k s .
C H A P T E R IV
SCOTLAND
THE STRUCTURE OF TECHNICAL EDUCATION IN SCOTLAND
107. W h a t is said in t h e i n t r o d u c t i o n to this P a p e r on t h e n e e d for a n d
t h e a i m s of technical e d u c a t i o n a n d o n t h e distinguishing features of t h e
f o r m t h a t kind of e d u c a t i o n t a k e s in B r i t a i n , applies to Scotland n o less t h a n
to E n g l a n d a n d W a l e s . In other w a y s , t o o , technical e d u c a t i o n in b o t h
countries h a s m u c h in c o m m o n . I n b o t h , b o y s leaving school at fifteen c a n
p u r s u e their studies p a r t - t i m e right u p to a n a d v a n c e d s t a n d a r d c o m p a r a b l e
w i t h t h a t of a university degree. T h o s e c o m p l e t i n g a full s e c o n d a r y school
course a t seventeen or eighteen c a n enter t h e p a r t - t i m e courses at technical
colleges a t a higher level, or can e n t e r o n full-time courses for a degree o r
c o m p a r a b l e a w a r d . A g a i n , t h e p a r t - t i m e qualifications w h i c h a r e so i m p o r t a n t
a feature of technical e d u c a t i o n — t h e N a t i o n a l Certificates a n d t h e a w a r d s
of t h e City a n d G u i l d s of L o n d o n I n s t i t u t e — a r e t h e s a m e in b o t h c o u n t r i e s .
B u t t h e r e h a s b e e n a c o n s i d e r a b l e difference in t h e evolution of t h e s t r u c t u r e
within w h i c h t e c h n i c a l e d u c a t i o n is given i n t h e t w o countries. After a s h o r t
survey of secondary e d u c a t i o n as t h e f o u n d a t i o n of t h a t structure, this c h a p t e r
describes its d e v e l o p m e n t in Scotland a n d t h e G o v e r n m e n f s p r o p o s a l s for
carrying forward t h a t d e v e l o p m e n t t o k e e p p a c e with t h e needs of t h e n e w
industrial age.
SECONDARY
EDUCATION
108. Pupils a r e allocated t o s e c o n d a r y courses, usually between t h e ages
1 1 ^ a n d 12^ a c c o r d i n g t o their fitness t o profit f r o m t h e m , b u t m a y b e
transferred to a n o t h e r c o u r s e later if necessary. Courses a r e of t w o m a i n
types, those extending n o r m a l l y to t h r e e y e a r s , called junior s e c o n d a r y courses
a n d i n t e n d e d for pupils leaving school at fifteen, a n d t h o s e e x t e n d i n g to five
or six y e a r s , k n o w n as senior secondary courses. T h e f o r m e r c o r r e s p o n d
roughly t o those p r o v i d e d in secondary m o d e r n schools in E n g l a n d , w h i l e
t h e latter cater b r o a d l y for t h e types of pupils w h o are t h e r e a d m i t t e d t o
g r a m m a r schools a n d secondary technical schools. B o t h p r o v i d e a general
e d u c a t i o n b u t a r e differentiated to suit varying needs a n d abilities, a n d b o t h
include technical courses. W h i l e s o m e schools offer only j u n i o r secondary
courses a n d s o m e only senior s e c o n d a r y , in a n u m b e r of schools of t h e
" comprehensive " t y p e , both are provided.
109. J u n i o r secondary courses a r e a t t e n d e d by a b o u t 7 0 per cent, of
secondary pupils. A l l the pupils study science a n d at least s o m e m a t h e m a t i c s
a n d all b o y s receive a t r a i n i n g in crafts a n d in technical subjects. I n their
recent m e m o r a n d u m " J u n i o r S e c o n d a r y E d u c a t i o n " t h e Scottish E d u c a t i o n
D e p a r t m e n t h a v e r e c o m m e n d e d a realistic a p p r o a c h to all subjects w h i c h will
t a k e account of the lives the pupils will later l e a d as individuals a n d a s
citizens, a n d of their v o c a t i o n a l a i m s . T h e g r e a t majority of the pupils leave
at fifteen to enter e m p l o y m e n t , b u t a n u m b e r of schools h a v e successfully
d e v e l o p e d intensive fourth y e a r classes in w h i c h those w h o r e m a i n at school
c a n p r e p a r e themselves for m o r e a d v a n c e d technical a n d c o m m e r c i a l
e d u c a t i o n , a n d this d e v e l o p m e n t is receiving every e n c o u r a g e m e n t .
110. Senior secondary courses a c c o u n t for as m u c h as 30 per cent, of t h e
total secondary i n t a k e a n d even this figure is exceeded in s o m e areas. T h e s e
courses n o r m a l l y lead t o presentation for t h e Scottish L e a v i n g Certificate,
w h i c h c o r r e s p o n d s b r o a d l y to the G e n e r a l Certificate of E d u c a t i o n in
E n g l a n d . C a n d i d a t e s m a y b e presented in t h e fifth or sixth y e a r in a n y
subject o n either t h e lower or t h e higher g r a d e . T h e s t a n d a r d of the l o w e r
g r a d e c o r r e s p o n d s roughly t o t h a t of the o r d i n a r y level of t h e G e n e r a l
Certificate of E d u c a t i o n , b u t t h a t of the h i g h e r g r a d e , n o t being b a s e d o n a
p e r i o d of specialised study in a sixth f o r m in the E n g l i s h sense, is n o t a s
h i g h as t h a t of the a d v a n c e d level. P u p i l s m a y also b e presented on t h e
lower g r a d e only in the f o u r t h y e a r p r o v i d e d they a r e leaving school at t h e
e n d of t h a t year, a condition w h i c h it is n o w p r o p o s e d to r e m o v e .
111. T h e great majority of boys a n d girls study b o t h m a t h e m a t i c s a n d
science for at least three y e a r s , a n d t h e n u m b e r t a k i n g these subjects u p t o
t h e level of t h e Scottish L e a v i n g Certificate h a s increased steadily. I n 1954,
m a t h e m a t i c s w i t h 7,418 c a n d i d a t e s , w a s second only to English w i t h 8,499,
a n d science with 4,861 occupied fifth p l a c e a m o n g t h e 25 subjects of t h e
e x a m i n a t i o n . Practically all t h e schools h a v e facilities for craft w o r k a n d
for technical subjects, a n d 145 out of a total of 235 p r o v i d e courses in technical
subjects leading t o t h e Scottish L e a v i n g Certificate.
112. T h e relatively h i g h p e r c e n t a g e of t h e s e c o n d a r y i n t a k e a l r e a d y
a d m i t t e d to senior secondary courses suggests t h a t e x p a n s i o n of n u m b e r s
m u s t c o m e m a i n l y from a r e d u c t i o n in w a s t a g e . A l t h o u g h the n u m b e r of
pupils in t h e fifth a n d sixth y e a r s h a s b e e n g r a d u a l l y increasing, m a n y p u p i l s
of ability still l e a v e p r e m a t u r e l y , a n d c o n c e r t e d efforts a r e being m a d e b y
a p p r o a c h e s b o t h t o t h e p u p i l s a n d t o their p a r e n t s , to e n c o u r a g e m o r e t o
c o m p l e t e the c o u r s e and qualify themselves either for further study o r for
entry t o the professions a n d t o t h e h i g h e r r a n g e s of industry a n d c o m m e r c e .
If this a i m is t o b e achieved t h e schools m u s t cater a d e q u a t e l y n o t only for
t h e minority of a c a d e m i c b e n t , b u t also for t h o s e w h o s e needs w o u l d b e
better m e t by courses of a m o r e practical c h a r a c t e r . - T h e c u r r i c u l u m is
accordingly n o w being e x a m i n e d w i t h a view t o i n t r o d u c i n g as m u c h variety
a n d flexibility as possible, a n d to ensuring p r o p e r integration with courses
of further education at t h e various levels.
CENTRAL
INSTITUTIONS
113. I n Scotland, in c o n t r a s t t o E n g l a n d , t h e k e y s t o n e of t h e system of
technical e d u c a t i o n has b e e n , n o t t h e local technical college administered b y
a single e d u c a t i o n authority a n d serving t h a t a u t h o r i t y ' s a r e a , but t h e central
institution functioning o n a regional basis. T h e s e institutions c a m e i n t o
existence in the first decade of the present century u n d e r i n d e p e n d e n t
governing bodies representing the e d u c a t i o n a l , industrial a n d o t h e r p u b l i c
interests in t h e region. F r o m t h e outset, they w e r e designed to p r o v i d e , in
addition t o such other less a d v a n c e d facilities as m i g h t b e a p p r o p r i a t e , t h e
highest forms of instruction in applied science, together w i t h o p p o r t u n i t i e s
of research a n d discovery. I n the w o r d s of t h e official a n n o u n c e m e n t of this
policy in 1 9 0 1 : " It is f r o m such institutions . . . t h a t decisive a d v a n t a g e t o
t h e industries of t h e country, in so far as t h a t is d e p e n d e n t on e d u c a t i o n a l
a r r a n g e m e n t s , is to b e l o o k e d for " .
114. Scotland, therefore, b e g a n n o t w i t h a large n u m b e r of local technical
colleges as t h e b r o a d b a s e of a p y r a m i d on w h i c h h i g h e r institutions would
l a t e r b e raised, b u t with a small n u m b e r of c e n t r a l institutions as p i o n e e r
centres which b l a z e d the trail in t e c h n i c a l e d u c a t i o n a n d r o u n d w h i c h local
o u t p o s t s - t h e local further e d u c a t i o n c e n t r e s — w e r e later to g r o w u p , d r a w i n g
inspiration from t h e c e n t r a l institutions. T h a t technical e d u c a t i o n in Scotland
s h o u l d originate in this r e g i o n a l f r a m e w o r k is largely a t t r i b u t a b l e to factors
of g e o g r a p h y a n d p o p u l a t i o n . It h a s p r o v e d itself well suited t o the n e e d s
of a small c o u n t r y w i t h a limited p o p u l a t i o n heavily c o n c e n t r a t e d in a few
i n d u s t r i a l areas. T h e central institutions—of w h i c h 7* a r e c o n c e r n e d with
t h e strictly " t e c h n i c a l " s u b j e c t s — h a v e g r o w n steadily in i m p o r t a n c e a n d
usefulness as their r a n g e of courses, n u m b e r s of students, b o t h full-time a n d
p a r t - t i m e , a n d buildings h a v e e x p a n d e d . N o t only h a v e they m a d e great
strides within their o w n b o u n d s in developing t h e h i g h e r forms of technical
e d u c a t i o n , b u t t h e y h a v e exercised a p r o f o u n d influence o n t h e provision m a d e
b y e d u c a t i o n a u t h o r i t i e s a t t h e m o r e e l e m e n t a r y levels.
Full-time Courses
115. F r o m t h e outset, t h e courses offered a t t h e colleges—full-time a n d
p a r t - t i m e — c o v e r e d a w i d e r a n g e of subjects i n c l u d i n g the sciences, p u r e a n d
a p p l i e d , a n d t h e technologies relating t o industries, s u c h as engineering in
all its b r a n c h e s , b u i l d i n g , printing, b a k i n g , b r e w i n g a n d w o o l l e n m a n u f a c t u r e .
T h e distinguishing f e a t u r e of the colleges h a s b e e n t h e full-time courses
l e a d i n g t o t h e i r o w n d i p l o m a or associateship. I n d e e d , in s o m e , the greater
p r o p o r t i o n of t h e w o r k is full-time. T h e n u m b e r s t a k i n g these c o u r s e s h a v e
risen from 1,600 in 1938 t o 2,000 in 1954.
1 1 6 . T h e full-time courses a r e of t h r e e o r four y e a r s ' d u r a t i o n , a n d c o m ­
p a r a b l e in scope a n d s t a n d a r d w i t h university degrees. A g e a n d qualifications
for entry a r e usually similar t o t h o s e for a university d e g r e e , except a s
r e g a r d s such r e q u i r e m e n t s as a foreign l a n g u a g e . T h e a w a r d s t h u s instituted
b y t h e individual colleges h a v e w o n for themselves a n increasing r e p u t a t i o n
b o t h in Scotland a n d b e y o n d w h i c h testifies t o t h e h i g h s t a n d a r d of instruction
p r o v i d e d . T h e highest a w a r d s of t h e t w o l e a d i n g c e n t r a l institutions—the
R o y a l T e c h n i c a l College, G l a s g o w , a n d t h e H e r i o t - W a t t C o l l e g e , E d i n b u r g h ,
— a r e n o w recognised as b e i n g of h o n o u r s d e g r e e s t a n d a r d . T h a t such a w a r d s
a r e b e c o m i n g increasingly attractive t o students a n d a c c e p t a b l e to industry
is s h o w n b y t h e striking e x p a n s i o n in t h e last few y e a r s in t h e n u m b e r s
c o m p l e t i n g t h e a p p r o p r i a t e courses a t t h e t w o colleges. T h u s a t t h e R o y a l
T e c h n i c a l College, t h e n u m b e r of associateship a w a r d s rose from 97 in
1 9 5 0 - 5 1 t o 160 in 1 9 5 4 - 5 5 (a n u m b e r of t h e s a m e s t u d e n t s t a k i n g t h e
University degree as well). A t the H e r i o t - W a t t College b e t w e e n t h e s a m e
y e a r s t h e n u m b e r of associateship a w a r d s r o s e f r o m 49 to 6 5 .
117. I n a d d i t i o n , u n d e r affiliation a r r a n g e m e n t s w i t h their respective
Universities, these t w o Colleges p r o v i d e a n u m b e r of courses l e a d i n g t o the
B.Sc. degree of t h e universities.
A t A b e r d e e n , R o b e r t G o r d o n ' s College
h a v e long h a d a s c h e m e of c o - o p e r a t i o n w i t h t h e University for joint teaching
of d e g r e e a n d d i p l o m a students in engineering. T h i s h a s recently b e e n revised
t o o b t a i n still closer c o - o p e r a t i o n in f u t u r e . T h e o t h e r c e n t r a l institutions
* These are:—Aberdeen, Robert Gordon's Technical College; Dundee, Institute of Art and Technology; Edinburgh, Heriot-Watt College; Galashiels, The Scottish Woollen Technical College; Glasgow, The Royal Technical College; Leith Nautical Technical College; Paisley Technical College. p r o v i d e courses for external degrees of L o n d o n University as well as for their
own a w a r d s a n d for H i g h e r N a t i o n a l D i p l o m a s . A c o n s i d e r a b l e a m o u n t of
research, m u c h of it for industrial c o n c e r n s , is c a r r i e d o u t a t t h e v a r i o u s
central institutions, a n d p o s t - g r a d u a t e a w a r d s are a v a i l a b l e at s o m e of t h e m .
118. O n e of t h e s e central i n s t i t u t i o n s — t h e R o y a l T e c h n i c a l College—is
generally recognised as h a v i n g pioneered the s a n d w i c h c o u r s e w h e r e b y
s t u d e n t s s p e n d o n e p a r t of the y e a r in study a t t h e C o l l e g e a n d t h e r e m a i n d e r
in practical w o r k in industry. T h i s m e t h o d of training c a n b e traced t o t h e
d i p l o m a courses a t the College as f a r b a c k as t h e 1880's a n d h a s b e e n
m a i n t a i n e d t h e r e ever since. T h e s a m e practice h a s b e e n followed for t h e
engineering degree c o u r s e s of G l a s g o w University, b o t h at t h e University itself
a n d at t h e College, a n d is r e g a r d e d as of t h e highest v a l u e as a m e t h o d of
study in t h e technological field. I n m o r e recent y e a r s it h a s b e e n successfully
i n t r o d u c e d in certain courses a t t h e H e r i o t - W a t t College, E d i n b u r g h , a n d a t
Paisley T e c h n i c a l College.
119. A l a t e r d e v e l o p m e n t in t h e associateship courses w h i c h h a s b e e n of
s o m e i m p o r t a n c e a n d w h i c h m a y b e of even greater significance in future is
t h e a c c e p t a n c e into t h e p e n u l t i m a t e year of m e n w h o h a v e g a i n e d their H i g h e r
N a t i o n a l Certificates. I n this w a y , these m e n , by t h e a d d i t i o n of t w o y e a r s '
full-time study t o their five o r m o r e y e a r s ' p a r t - t i m e study, c a n carry their
a d v a n c e d studies t o a level c o m p a r a b l e w i t h the highest a v a i l a b l e a n y w h e r e
in this c o u n t r y , a n d secure a qualification recognised as equivalent t o a n
h o n o u r s degree. Students recruited b y this m e a n s are r e g a r d e d as of t h e
finest quality o b t a i n a b l e a n y w h e r e , a n d they r e p r e s e n t o n e of t h e few h i t h e r t o
u n t a p p e d pools of r e a l talent f r o m w h i c h any s u b s t a n t i a l a d d i t i o n a l n u m b e r s
of technologists of first-class c a l i b r e c a n b e d r a w n .
Part-time Courses
120. A l o n g s i d e their full-time courses, the central institutions p r o v i d e a
wide r a n g e of p a r t - t i m e courses. A t first these w e r e evening only, b u t l a t e r
p a r t - t i m e d a y classes were a d d e d . T h e s e courses r a n g e f r o m t h o s e at H i g h e r
N a t i o n a l Certificate level to p r e - N a t i o n a l Certificate c o u r s e s for b o y s w h o
h a v e just left school, courses for certificates of the City a n d G u i l d s of L o n d o n
Institute o r courses of a purely practical n a t u r e for y o u n g a p p r e n t i c e s .
A l t h o u g h , as described b e l o w , s o m e of these c o u r s e s a r e b e i n g g r a d u a l l y
t r a n s f e r r e d t o local centres r u n b y e d u c a t i o n a u t h o r i t i e s , t h e following
figures s h o w t h e l a r g e n u m b e r s of p a r t - t i m e students still a t t e n d i n g t h e seven
central institutions c o n c e r n e d .
Year
1946 ...
1954
...
Day
1,238
4,422
LOCAL
Evening
5,844
10,349
Total
7,082
14,771
CENTRES
E v e n i n g Clasess
1 2 1 . . A l o n g s i d e t h e growth of the central institutions in t h e first d e c a d e s
of t h e p r e s e n t c e n t u r y , education authorities greatly developed t h e provision
of evening classes at the m o r e elementary stages of technical subjects, a n d
the " n i g h t s c h o o l " b e c a m e a traditional feature of the training of t h e
y o u n g Scottish worker. B u t t h e s e classes c o u l d b e a c c o m m o d a t e d only in
school premises, a n d , in the absence of special e q u i p m e n t , h a d t o b e confined
within a relatively n a r r o w r a n g e . A s a result of this factor a n d t h e very
success of t h e central institutions in d i s c h a r g i n g t h e i r a l l - e m b r a c i n g t a s k
t h e r e w a s , u p to t h e last w a r , a t e n d e n c y in S c o t l a n d — w h i c h is still all t o o
p r e v a l e n t — t o l o o k t o t h e central institutions for t h e provision of all types of
technical e d u c a t i o n o u t s i d e the n o r m a l evening classes.
L o c a l T e c h n i c a l Colleges
122. B u t t h e increasing r a n g e a n d complexity of scientific a n d technological
k n o w l e d g e a n d t h e steady growth in d e m a n d for technical e d u c a t i o n , b o t h
d a y a n d evening, m a d e it impracticable and undesirable t h a t t h e c e n t r a l
institutions should c o n t i n u e to cover the entire r a n g e of technical e d u c a t i o n
i n Scotland. I n certain a r e a s , therefore, education authorities even before
t h e last w a r , b e g a n t o develop, in a d d i t i o n to their evening class provision,
centres for technical e d u c a t i o n o r local technical colleges as they a r e n o w
called. B y this m e a n s t h e central institutions c o u l d b e relieved of t h e m o r e
e l e m e n t a r y stages of their w o r k a n d left free to develop t h e m o r e a d v a n c e d
courses' a n d studies a n d to increase t h e n u m b e r s of the students in t h e m .
123. S o m e 50 local technical colleges a n d o t h e r day institutes p r o v i d i n g
p r e - v o c a t i o n a l or o t h e r full-time courses a n d p a r t - t i m e day-release courses
t h u s c a m e to b e established. A few w e r e built specially for t h e p u r p o s e before
t h e w a r , b u t t h e m a i n e x p a n s i o n h a s t a k e n place since 1940. A s a c o n s e q u e n c e
of w a r - t i m e a n d p o s t - w a r restrictions, m o s t of these centres h a v e h a d to b e
h o u s e d in a d a p t e d or improvised a c c o m m o d a t i o n — c o n v e r t e d factories a n d
r e d u n d a n t school premises p r e d o m i n a t i n g — o r h a v e h a d to s h a r e premises w i t h
schools. T h e c o n s e q u e n c e h a s b e e n t h a t , in t h e absence of premises built
specially for t h e p u r p o s e , t h e courses provided in m a n y of t h e centres h a v e
b e e n confined within too n a r r o w a r a n g e . T h e makeshift n a t u r e of t h e
a c c o m m o d a t i o n h a s also tended to depress t h e d e m a n d a n d interest of
e m p l o y e r s a n d prospective students alike. A p a r t from the enthusiasts a m o n g
t h e m , they h a v e b e e n t e m p t e d t o r e g a r d technical e d u c a t i o n as like t h e
p r e m i s e s in w h i c h it is given—something second r a t e in some o b s c u r e b y - w a y
— a n d n o t of t h e s a m e i m p o r t a n c e as w h a t goes o n in a secondary school,
a factory o r a n office w i t h m o d e r n , u p - t o - d a t e premises.
124. B u t t h a t o p i n i o n is belied by t h e quality of the w o r k d o n e in these
centres a n d the r e c o r d of their a c h i e v e m e n t s in various e x a m i n a t i o n s . T h e y
c o m p l e m e n t w h a t is d o n e in t h e central institutions b y providing courses for
O r d i n a r y N a t i o n a l Certificates—in s o m e cases even H i g h e r N a t i o n a l
Certificates—the certificates of t h e City a n d G u i l d s of L o n d o n Institute,
a n d courses of a practical craft a n d w o r k s h o p n a t u r e . I n a d d i t i o n they p r o v i d e
full-time p r e - a p p r e n t i c e s h i p or pre-vocational courses to p r e p a r e boys a n d
girls leaving school at fifteen for t h e t r a d e they w i s h t o enter. I n these courses,
w h i c h generally last o n e y e a r , t h e time is divided equally b e t w e e n subjects of
g e n e r a l e d u c a t i o n a n d the f u n d a m e n t a l s of technical subjects o n t h e o n e h a n d
a n d practical w o r k o n t h e other. T h e y cover a w i d e variety of o c c u p a t i o n s
— p r i n c i p a l l y b u i l d i n g , engineering, c o m m e r c i a l subjects a n d nursing.
125. T h e latest feature of technical e d u c a t i o n — t h e day-release class
w h e r e b y t h e y o u n g w o r k e r spends o n e d a y of his w o r k i n g w e e k receiving
i n s t r u c t i o n a n d training in t h e f u n d a m e n t a l s of technical w o r k a t a n e d u c a ­
tional establishment, while d u r i n g t h e o t h e r four or five h e is learning practical
w o r k in t h e f a c t o r y — h a s b e e n developed in the local technical colleges as
well as in the central institutions. A l t h o u g h t h e increase in t h e figures from
600 in 1939, t o 5,000 in 1946, 20,000 in 1951, a n d 25,500 in 1954-1955
r e p r e s e n t s substantial progress, d e v e l o p m e n t h a s not been as r a p i d o r as far
r e a c h i n g a s it o u g h t to h a v e been or as it h a s b e e n in E n g l a n d w h e r e 355,000
y o u n g people w e r e released from their e m p l o y m e n t in 1 9 5 4 - 1 9 5 5 .
It is
significant also t h a t of the 1954-1955 Scottish total, just over 15,000 w e r e
b e t w e e n t h e ages of fifteen a n d eighteen, or only 9 per cent, of t h e total
n u m b e r s in these age g r o u p s . T h e d e v e l o p m e n t is also u n e v e n as b e t w e e n
different industries as a p p e a r s from t h e following t a b l e : —
TABLE V
EDUCATIONAL YEAR 1953-54
STUDENTS " RELEASED " FROM INDUSTRY-SCOTLAND
Boys and girls aged under 18 years released by their employers to attend courses for part-time
education shown as a percentage of the estimated number aged under 18 years who are
insured under the National Insurance Acts.
Industry
Mining and Quarrying
Public Administration and Local Authority
services
Chemicals and allied trades
...
...
Building and Contracting ...
Engineering, Metal Manufacture, Metal Goods
and Vehicles
...
...
Other Manufacturing Industries (including
Leather, Wood and Cork, Precision Instruments,
Treatment of Non-Metalliferous Mining Pro­
ducts)
...
...
...
...
...
Miscellaneous
Paper and Printing
...
Distributive Trades...
Textiles and Clothing
Food, Drink and Tobacco
Transport
Insurance, Banking and Finance and Professional
services
Agriculture, Forestry and Fishing
TOTAL
...
Estimated
numbers
employed
at end of
May*
Numbers
released by
employers
during
year
Numbers
released as
per cent, of
numbers
insured
6,210
2,992
48
2,890
1,840
13,030
13,030
1,389
702
2,663
48
38
20
28,940
28,940
4,57
4,5722
16
7,580
10,360
6,300
38,550
23,840
11,140
6,580
795
389
203
1,095
430
25
13
10
4
3
9,100
9,640
56
2
176,000
15,326
3
2
1
1
1
—
9
* Figures supplied by Ministry of Labour and National Service.
Bursary Assistance
126. Students wishing to t a k e a d v a n t a g e of any of t h e facilities d e s c r i b e d
a b o v e m a y o b t a i n assistance f r o m p u b l i c funds t h r o u g h e d u c a t i o n a u t h o r i t i e s ,
w h o a w a r d b u r s a r i e s in a c c o r d a n c e w i t h R e g u l a t i o n s m a d e by t h e Secretary
or State for practically all f o r m s of further education. T h e s e a w a r d s i n c l u d e
n o t only t h o s e t e n a b l e a t university, central institution, teachers' t r a i n i n g
college of further e d u c a t i o n c e n t r e , b u t also p r e - v o c a t i o n a l bursaries ( a w a r d e d
for p r e - a p p r e n t i c e s h i p c o u r s e s a n d courses of a similar type) a n d a p p r e n t i c e s '
b u r s a r i e s ( a w a r d e d for courses u n d e r t a k e n during periods of r e l e a s e f r o m
e m p l o y m e n t ) . I n a d d i t i o n , b u r s a r i e s for t h e p a y m e n t of fees, for subsistence
if necessary, a n d for b o o k s a n d i n s t r u m e n t s m a y be a w a r d e d to evening class
students.
127. E d u c a t i o n authorities will generally g r a n t a b u r s a r y to any p e r s o n s
resident in their a r e a w h o is qualified for admission to t h e c o u r s e h e desires
to follow. I n session 1 9 5 4 - 1 9 5 5 , authorities m a d e further e d u c a t i o n a w a r d s
i n c l u d i n g 13,779 w h o l e - t i m e a n d 1,446 p a r t - t i m e bursaries. Of t h e w h o l e - t i m e
a w a r d s , 5,111 w e r e t e n a b l e in all faculties at universities, 2,786 in central
institutions, a n d 2,833 in p r e - a p p r e n t i c e s h i p courses ; while of t h e p a r t - t i m e
a w a r d s , 1,183 w e r e t e n a b l e a t central institutions a n d further e d u c a t i o n centres.
A i d from I n d u s t r y
128. Parallel with t h e financial aid a v a i l a b l e from b u r s a r y funds a n d of
n o less i m p o r t a n c e is t h a t given by e m p l o y e r s . I n t h e case of evening classes,
m o s t employers p a y class fees, a n d in t h e case of day-release classes they
pay wages a n d fees. A few employers w h o send selected students t o s a n d w i c h
or other full-time courses at a n a d v a n c e d level a r e willing t o c o n t i n u e to p a y
wages a n d to m e e t tuition expenses.
T h e G o v e r n m e n t r e g a r d all s u c h
assistance as v a l u a b l e b o t h to t h e s t u d e n t a n d to h i s firm a n d they h o p e
t h a t m a n y m o r e firms will b e e n c o u r a g e d t o offer it in view of the n a t i o n a l
need for m o r e a n d better t r a i n e d technologists a n d technicians.
REGIONAL
CO-OPERATION
129. In the d e v e l o p m e n t of technical e d u c a t i o n in the West of S c o t l a n d
as t h e m a i n centre of industry a n d p o p u l a t i o n it w a s early f o u n d d e s i r a b l e
that there should b e s o m e m e a n s of liaison b e t w e e n local centres a n d c e n t r a l
institutions a n d t h e courses they p r o v i d e . T h e first step to secure this c o ­
ordination was taken over 50 years ago w h e n a J o i n t C o m m i t t e e for T e c h n i c a l
E d u c a t i o n w a s set u p . I t includes b o t h e d u c a t i o n i s t s a n d industrialists a n d
by devising schemes of w o r k for v a r i o u s technical courses a n d b y o t h e r
co-ordinating a r r a n g e m e n t s t h e C o m m i t t e e h a s d o n e m u c h to e n s u r e u n i f o r m
s t a n d a r d s t h r o u g h o u t all t h e centres within its a m b i t . I t has thus s t i m u l a t e d
the expansion a n d h a s raised the s t a n d a r d of technical e d u c a t i o n in t h e W e s t
of Scotland by linking centres of v a r i e d types a n d status w i t h t h e c e n t r a l
institutions. T h e success of this m a c h i n e r y h a s led t o t h e e s t a b l i s h m e n t in
the south-eastern a n d n o r t h - e a s t e r n regions of Scotland of similar C o m m i t t e e s
w h o h a v e b e g u n t o w o r k on t h e same lines a s those followed in t h e W e s t of
Scotland.
130. A n o t h e r m o r e r e c e n t step t o w a r d s securing a closer w e l d i n g of
technical e d u c a t i o n w a s t h e establishment in 1948 b y statutory o r d e r u n d e r
t h e E d u c a t i o n (Scotland) A c t s , of five R e g i o n a l A d v i s o r y Councils for
T e c h n i c a l E d u c a t i o n c o v e r i n g between t h e m t h e w h o l e of Scotland. T h e s e
a r e designed to e x t e n d a n d facilitate t h e c o - o p e r a t i o n of e d u c a t i o n a n d
industry in the d e v e l o p m e n t of technical e d u c a t i o n . T h e s e interests h a v e
already c o - o p e r a t e d o n t h e g o v e r n i n g b o d i e s of c e n t r a l institutions, a n d m a n y
education authorities h a v e local advisory c o m m i t t e e s for different t r a d e s t o
advise t h e m o n p a r t i c u l a r courses. B u t t h e p u r p o s e of the n e w R e g i o n a l
C o u n c i l is to b r i n g t o g e t h e r representatives of e d u c a t i o n a n d of b o t h sides
of industry in the respective regions so t h a t t h e y m a y jointly advise e d u c a t i o n
authorities a n d other m a n a g e r s of e d u c a t i o n a l establishments on t h e d e v e l o p ­
m e n t of technical e d u c a t i o n in the region. By this m e a n s technical e d u c a t i o n
secures the full a n d p r a c t i c a l s u p p o r t of i n d u s t r y , a n d e d u c a t i o n authorities
a n d central institutions o b t a i n a u t h o r i t a t i v e advice f r o m a regional b o d y t o
assist t h e m in considering t h e provision of n e w facilities. R e p r e s e n t a t i v e s of
the five Councils m e e t a n n u a l l y to discuss i m p o r t a n t m a t t e r s r e q u i r i n g
consideration from a n a t i o n a l p o i n t of view.
SURVEY OF
PROGRESS
131. H o w h a s this s t r u c t u r e of technical e d u c a t i o n served Scotland in the
p a s t ? Scotland's p r i d e in t h e a c a d e m i c t r a d i t i o n s of h e r e d u c a t i o n a l system
m a y h a v e tended to o v e r s h a d o w h e r a c h i e v e m e n t s in technical e d u c a t i o n .
B u t these achievements h a v e c o n t r i b u t e d in n o small m e a s u r e t o t h e r e n o w n
of her engineering skill t h r o u g h o u t t h e w o r l d in the past half century. T h e
foundations of these successes h a v e lain just as m u c h in her technical colleges
a n d evening schools as in t h e shipyards a n d factories. T h a t these a n d similar
further e d u c a t i o n e s t a b l i s h m e n t s h a v e h i t h e r t o p r o v e d c a p a b l e of e x p a n d i n g
t o m e e t the increasing d e m a n d s m a d e u p o n t h e m is s h o w n b y the following
t a b l e of t h e n u m b e r of further e d u c a t i o n s t u d e n t s b e t w e e n 1938 a n d 1954 :—
TABLE
VI
NUMBER OF STUDENTS IN FURTHER EDUCATION-SCOTLAND
thousands
Full-time
Part-time day
Evening only
1937-38
1946-47
1954-55
5
3
174
9
9
180
10
25
206
182
198
241
...
TOTALS
132. B u t these e s t a b l i s h m e n t s a r e only p a r t of t h e wider system of h i g h e r
e d u c a t i o n in Scotland. T a b l e V I I b e l o w illustrates the p r o p o r t i o n s of t h e
v a r i o u s age-groups following the different f o r m s of post-school e d u c a t i o n : —
TABLE
VII
Estimated number of persons in Scotland between fifteen and twenty receiving different
forms of education expressed as a percentage of each age group in 1953-54*
Age
BOYS
20
19
18
17
16
15
GIRLS
20
19
18
17
16
15
Schools
—
.—.
1-2
8-1
13 0
23-2
—
—
0-6
6-2
12-3
22-7
Universities
5-5
4-3
2-9
1-3
—
-
2-6
2-3
1-6
0-8
—
—
Teacher
Training
Colleges Central Institutions and Further Education Centresf
Total Full-time
Part-time
0 1
0-1
01
—
—
—
11
10
0-8
1-3
31
2-5
18-7
26-2
35-6
39-9
30-8
12-6
25-4
31-6
40-6
50-6
46-9
38-3
1-4
1-4
1-8
1-2
1-6
1-7
1-9
2-8
1-5
9-7
12-4
17-8
21-7
20-3
10-2
14-9
17-7
23-5
30-6
35-4
34-4
.—
—
* School figures are for January, 1955. The percentages relate to the estimated population
December, 1954. Percentages other than (1) are related to the estimated population
December, 1953.
f These statistics refer only to students who took a progressive course of study in one or
more subjects.
' 133. W h e n the large c o n t r i b u t i o n of t h e Scottish universities t o t h e
p r o d u c t i o n of technologists is i n c l u d e d t h e technological d e p a r t m e n t s of
these universities a n d the courses at t h e R o y a l T e c h n i c a l College c o n t a i n n o
less t h a n one-fifth of the full-time students following g r a d u a t i n g courses in
technology in the w h o l e of t h e U n i t e d K i n g d o m .
A t other levels, the
n u m b e r s of e n r o l m e n t s in evening c o u r s e s of a technical kind is (at 54,000)
g r e a t e r t h a n a t any o t h e r t i m e in t h e history of t e c h n i c a l education.
134. N o r is t h e success of t h e system to b e m e a s u r e d only in figures.
W h a t e v e r virtues it m a y l a c k , it possesses o n e of the m o s t precious virtues
in a n y e d u c a t i o n a l system—flexibility. It c a n b e entered by m a n y d o o r s , a n d
at m a n y s t a g e s ; a n d y o u n g p e o p l e c a n w o r k their way t h r o u g h it as far
as their ability will allow.
135. B u t if t h e r e is m u c h in t h e d e v e l o p m e n t of o u r system of technical
e d u c a t i o n t h a t is c r e d i t a b l e , t h e r e i s n o g r o u n d for c o m p l a c e n c y .
The
f o u n d a t i o n s a p p e a r t o b e s o u n d a n d well a b l e t o c a r r y t h e extensions a n d
a d a p t a t i o n s w h i c h w e m u s t m a k e in o u r structure t o e n a b l e it t o m e e t t h e
still greater d e m a n d s it will h a v e to face i n this n e w scientific a n d technological
age. A s h a s b e e n indicated, t h e m a i n strength of S c o t l a n d ' s system of
technical e d u c a t i o n h a s lain in its m o r e t r a d i t i o n a l f e a t u r e s — t h e c o m p a r a t i v e l y
h i g h p r o p o r t i o n of students e m b a r k i n g o n u n d e r - g r a d u a t e a n d similar full­
t i m e courses, a n d t h e m a i n t e n a n c e of evening class n u m b e r s . I n the newer
developments in technical e d u c a t i o n — t h e p r e - a p p r e n t i c e s h i p classes a n d the
day-release c l a s s — h e r r e c o r d is less satisfactory. W h i l e therefore w e must
d e v e l o p to the u t m o s t t h o s e aspects in w h i c h we a r e strong, w e m u s t also
b e c o m e strong w h e r e w e a r e at p r e s e n t w e a k . M u c h will r e q u i r e t o b e
d o n e b y all c o n c e r n e d with technical e d u c a t i o n — t h e G o v e r n m e n t , e d u c a t i o n
authorities, b o t h sides of i n d u s t r y , p a r e n t s a n d y o u n g people—if it is t o
m e e t t h e needs of t h e n e w age for an ever w i d e r variety of courses a n d t h e
training of ever increasing n u m b e r s of s t u d e n t s a t all levels.
PLANS FOR T H E
FUTURE
136. O n its side t h e G o v e r n m e n t is d e t e r m i n e d to e n s u r e t h a t t h e facilities
a r e p r o v i d e d w h i c h will p e r m i t of a s u b s t a n t i a l increase in the n u m b e r s of
t r a i n e d people r e q u i r e d b y industry, w h e t h e r a t t h e level of t h e technologist,
t h e technician o r t h e craftsman.
T h i s will entail d e v e l o p m e n t s a t Scottish
universities, c e n t r a l institutions a n d local technical colleges.
To make
possible t h e a d v a n c e a t t h e central institutions a n d local technical colleges,
t o w h i c h university e x p a n s i o n will b e a d d i t i o n a l , it is t h e G o v e r n m e n t s aim
t o h a v e a h u i l d i n g p r o g r a m m e of a c a p i t a l v a l u e a p p r o a c h i n g £10 (m) started
Within five y e a r s .
UNIVERSITIES
AND
CENTRAL
INSTITUTIONS
137. T h e universities and c e n t r a l institutions a r e t h e sources of supply of
technologists for t h e m o s t a d v a n c e d f o r m s of w o r k .
The Governments
p l a n s for the d e v e l o p m e n t of h i g h e r t e c h n o l o g i c a l e d u c a t i o n a t university
level t h r o u g h o u t the U n i t e d K i n g d o m a r e referred t o elsewhere in this P a p e r .
I n these, Scotland p l a y s a p r o m i n e n t p a r t . I n G l a s g o w , t h e University a n d
t h e R o y a l T e c h n i c a l College in a s s o c i a t i o n f o r m o n e of t h e m a i n centres
specially selected for m a j o r d e v e l o p m e n t a n d extension. G r e a t d e v e l o p m e n t s
h a v e already b e e n l a u n c h e d there. A t t h e University, a b u i l d i n g p r o g r a m m e
of £ 2 (m) has been c o m p l e t e d since t h e w a r , t h e g r e a t p a r t of it for scientific
a n d technological w o r k . A further m a j o r b u i l d i n g project for a m o d e r n
engineering b u i l d i n g costing over £ \ ( m ) h a s b e e n b e g u n . A t t h e R o y a l
T e c h n i c a l College a large extension p r o v i d i n g a c c o m m o d a t i o n for t h e
m e c h a n i c a l , civil, c h e m i c a l a n d m i n i n g engineering d e p a r t m e n t s is n e a r i n g
c o m p l e t i o n at a cost of a b o u t £1 (m). A further extension costing a b o u t
SL\ (m) h a s just b e e n b e g u n , a n d l a n d h a s b e e n a c q u i r e d for still further
building. A residential c e n t r e for m a n a g e m e n t s t u d i e s — t h e first of its kind
t o b e o p e n e d in the U n i t e d K i n g d o m as p a r t of e d u c a t i o n a l institution—was
recently established a n d is to b e further e x t e n d e d . I n E d i n b u r g h , t h e H e r i o t W a t t College is pressing a h e a d with d e v e l o p m e n t s o n a smaller scale b u t
of e q u a l i m p o r t a n c e . I n conjunction w i t h the University, a d e p a r t m e n t in
t h e i m p o r t a n t subject of chemical engineering h a s b e e n established, a n d a
b u i l d i n g extension costing nearly SL\ (m) is in progress, with o t h e r smaller
extensions in prospect.
138. A t all t h e central institutions, despite steady e x t e n s i o n of b u i l d i n g s
over m a n y y e a r s , over-crowding persists a n d m a n y b u i l d i n g s a r e ill-designed
a n d unsuited to t h e r e q u i r e m e n t s of m o d e r n technological studies. S u b s t a n t i a l
i m p r o v e m e n t s h a v e b e e n m a d e in recent y e a r s . F u r t h e r projects h a v e b e e n
a p p r o v e d . O t h e r s a r e b e i n g p r e p a r e d for a p p r o v a l . T r i b u t e is d u e t o t h e
m a i n t e n a n c e by t h e Scottish industry of its t r a d i t i o n a l s u p p o r t of t h e provision
of t h e a d v a n c e d levels of technical education. L a r g e s u m s of m o n e y h a v e
b e e n c o n t r i b u t e d or h a v e b e e n p r o m i s e d for t h e n e w b u i l d i n g s a n d e q u i p m e n t
at v a r i o u s c e n t r a l institutions. T o these c o n t r i b u t i o n s a r e a d d e d c a p i t a l
g r a n t s f r o m t h e E d u c a t i o n (Scotland) F u n d t o c o v e r t h e cost of t h e
developments.
139. W i t h r e g a r d to r e v e n u e , special g r a n t a r r a n g e m e n t s h a v e b e e n m a d e
so that t h e Secretary of State m a y m a k e s u c h p a y m e n t s as h e t h i n k s fit b e y o n d
t h e n o r m a l 60 p e r cent, g r a n t to e n a b l e t h e colleges t o m e e t the heavy cost
of m a i n t a i n i n g first-class facilities.
140. C o u p l e d with this building d e v e l o p m e n t , a t t e n t i o n is c o n s t a n t l y d e v o t e d
to the d e v e l o p m e n t of new facilities a n d c o u r s e s a t all t h e c e n t r a l institutions.
T h e d i p l o m a a n d associateship courses a r e u n d e r review t o ensure that t h e y
k e e p p a c e w i t h t h e needs of m o d e r n industry, a n d in this r e v i e w t h e possibility
of extending t h e use of s a n d w i c h courses occupies a p r o m i n e n t place. I n
addition, t h e R e g i o n a l A d v i s o r y C o u n c i l s h a v e b e e n a s k e d t o consider t h e
general p r o b l e m of the extent to w h i c h t h a t t y p e of c o u r s e m i g h t b e usefully
extended to' o t h e r levels of t r a i n i n g .
LOCAL
TECHNICAL
COLLEGES
Transfer of courses
141. T h e great n e e d in Scotland is, h o w e v e r , for b e t t e r provision for t h e
technical e d u c a t i o n a p p r o p r i a t e to t h e local technical colleges r u n by e d u c a t i o n
authorities. E m p h a s i s h a s b e e n laid o n t h e need for relieving t h e central
institutions of t h e m o r e e l e m e n t a r y courses t o allow t h e m t o extend t h e
n u m b e r of places available t h e r e for m o r e a d v a n c e d w o r k a n d t o r e - a r r a n g e
their curricula t o p r o v i d e a still greater variety of courses. F o r r e a s o n s a l r e a d y
indicated, the process of transfer f r o m t h e c e n t r a l institutions t o these l o c a l
colleges h a s b e e n slow. O n l y in G l a s g o w h a s striking p r o g r e s s b e e n possible.
T h e r e t h e R o y a l Technical College h a s divested itself a l m o s t entirely of
w o r k of sub-university s t a n d a r d . E l s e w h e r e m u c h still requires t o b e d o n e
before t h e c e n t r a l institutions will b e a b l e t o devote themselves solely t o
t h e m o r e a d v a n c e d level of t r a i n i n g .
142. E d u c a t i o n authorities m u s t therefore e x p a n d their facilities substan­
tially in o r d e r t o train in l a r g e n u m b e r s t h e technicians o n w h o m industry
is going to rely m o r e a n d m o r e in t h e future if full a d v a n t a g e is to b e taken of
the ideas of o u r scientists a n d technologists. I n t h e n e w provision w h i c h
education authorities will h a v e to m a k e , p r e - a p p r e n t i c e s h i p a n d day-release
courses m u s t play an increasing p a r t .
Pre-apprenticeship and day-release courses
143. A l o n g s i d e the effort thus required from e d u c a t i o n authorities, b o t h
employers a n d t r a d e unions in industry will h a v e to k e e p in m i n d t h a t
p r e - a p p r e n t i c e s h i p a n d day-release courses a r e m o d e r n forms of technical
education which experience in o t h e r countries suggests are pre-requisites of
success in the m o d e r n science-based industries. T h e d e v e l o p m e n t of p r e ­
apprenticeship courses would be stimulated if substantial remission of t h e
apprenticeship period could b e given for t i m e spent in t a k i n g the c l a s s e s ­
h e r e t h e t r a d e u n i o n s h a v e g r e a t r e s p o n s i b i l i t i e s - a n d if e m p l o y e r s w o u l d
give d u e weight w h e n engaging a p p r e n t i c e s t o t h e v a l u e of this s o u n d t r a i n i n g
in t h e f u n d a m e n t a l s of their t r a d e . P a r t - t i m e day e d u c a t i o n , a s c o m p a r e d
with evening classes, is to b e preferred b o t h educationally in t h e s h o r t t e r m
a n d from the p o i n t of view of i n d u s t r i a l efficiency in t h e long t e r m .
To
the p r e s e n t figures for day-release in S c o t l a n d a l r e a d y q u o t e d , a t least a
further 15,000 students will b e n e e d e d if S c o t l a n d is t o a t t a i n p r o p o r t i o n a t e l y
t h e s a m e n u m b e r of day-release students as t h e r e is a l r e a d y in E n g l a n d , a n d
m o r e if she is t o k e e p in step w i t h e x p a n s i o n there. F a c t o r s of g e o g r a p h y ,
p o p u l a t i o n a n d industrial s t r u c t u r e a c c o u n t in p a r t for the disparity w h i c h
h a s h i t h e r t o existed b e t w e e n t h e two c o u n t r i e s . B u t t h e essential factor
is t h e full c o - o p e r a t i o n of all c o n c e r n e d — e d u c a t i o n authorities in p r o v i d i n g
facilities a n d b o t h sides of industry, especially the e m p l o y e r s , i n releasing
b o y s a n d e n c o u r a g i n g their interest. E v e r y effort will b e m a d e t o foster
this c o - o p e r a t i o n t h r o u g h the R e g i o n a l A d v i s o r y C o u n c i l s a n d otherwise.
A s p a r t of t h e p l a n s to s t i m u l a t e technical e d u c a t i o n , t h e s e C o u n c i l s h a v e
just b e e n reconstituted, with b o t h t h e i n d u s t r i a l a n d e d u c a t i o n a l elements
strengthened.
P r o v i s i o n of Craft C o u r s e s
144. O n e n e e d w h i c h m u s t receive a t t e n t i o n at this level of technical
e d u c a t i o n is t o devise courses w i t h a h i g h practical c o n t e n t s u i t a b l e for
b o y s w h o a r e n o t fitted for m u c h theoretical w o r k . I n the p r e s e n t courses,
s u c h as those l e a d i n g to t h e O r d i n a r y N a t i o n a l Certificate or t h e City a n d
G u i l d s e x a m i n a t i o n s , in which a s u b s t a n t i a l e l e m e n t of t h e o r y is included,
t h e high degree of w a s t a g e is disturbing. L a r g e n u m b e r s of students w h o
e m b a r k o n t h e courses a r e sooner or l a t e r found" to b e ill e q u i p p e d to o b t a i n
full benefit f r o m t h e m . H i t h e r t o , a l t e r n a t i v e practical c o u r s e s designed to
i m p r o v e their a t t a i n m e n t s as craftsmen h a v e n o t b e e n often a v a i l a b l e . T h e
d e v e l o p m e n t of this t y p e of course is, therefore, b e i n g e n c o u r a g e d . N o t only
will this result in t h e r e d u c t i o n of w a s t a g e in the theoretical courses, b u t
in a m a r k e d i m p r o v e m e n t in the s t a n d a r d s of c r a f t s m a n s h i p in industry.
Buildings and Teachers
145. T h i s e x p a n s i o n of the responsibilities of e d u c a t i o n authorities in t h e
field-of
technical e d u c a t i o n will r e q u i r e a m a j o r b u i l d i n g effort b y t h e
a u t h o r i t i e s to m a k e good t h e slow progress in providing such facilities in
t h e past. A start h a s already b e e n m a d e by one e d u c a t i o n a u t h o r i t y w i t h
t h e b u i l d i n g of the first entirely n e w local t e c h n i c a l college t o b e provided
in Scotland since t h e w a r . T e n others, m a i n l y in t h e i n d u s t r i a l a r e a s , h a v e
h a d projects a p p r o v e d or h a v e t h e m at v a r i o u s stages of p r e p a r a t i o n .
;
146. A m a j o r increase in r e c r u i t m e n t of t e a c h e r s will also b e r e q u i r e d
a s facilities e x p a n d , m a i n l y to m a n t h e n e w local technical colleges. T h e r e
a r e 1,150 full-time a n d 6,100 p a r t - t i m e t e a c h e r s in central institutions a n d
technical colleges a n d these n u m b e r s will h a v e t o b e substantially increased
w h e n t h e new colleges are w o r k i n g to c a p a c i t y . T h e t e a c h i n g staffs a r e
recruited from two sources.
O n e is t h e t e a c h i n g profession.
The new
scales of salary for full-time t e a c h e r s of further e d u c a t i o n in Scotland, which
t o o k a c c o u n t of the special needs a n d conditions in further e d u c a t i o n , a r e
a l r e a d y proving a successful stimulus t o r e c r u i t m e n t t o this w o r k .
The
transfer of teachers t o t h e technical colleges from the schools m a y further
b e eased to s o m e extent w h e n t h e " b u l g e " h a s passed o u t of t h e schools.
I n d u s t r y h a s p r o v e d an equally v a l u a b l e source of r e c r u i t m e n t of b o t h full­
t i m e a n d p a r t - t i m e t e a c h e r s . I t is h o p e d t h a t industry will, in view of the
g r e a t n e e d for a n d a d v a n t a g e s of e x p a n s i o n of technical e d u c a t i o n , b e willing
to release m a n y m o r e staff qualified to t e a c h a n d t h a t m o r e a n d m o r e of
those w h o u n d e r t a k e p a r t - t i m e teaching will, as t h e n e e d increases, b e
encouraged to b e c o m e full-time t e a c h e r s .
147. M u c h is already d o n e b y p a r t - t i m e or short v a c a t i o n c o u r s e s t o e q u i p
teachers in further e d u c a t i o n , w h e t h e r recruited from t h e profession or f r o m
industry, for t h e special r e q u i r e m e n t s of t h a t w o r k . C o n s i d e r a b l e d e v e l o p m e n t
of this form of t r a i n i n g will b e necessary as m o r e teachers are r e c r u i t e d f r o m
industry. F o r those entering t e a c h i n g direct from university o r college, t h e
establishment of n e w t r a i n i n g courses specially designed t o fit t h e m t o engage
in further e d u c a t i o n will b e c o n s i d e r e d as p a r t of t h e f o r t h c o m i n g review
of teacher t r a i n i n g in Scotland.
FURTHER EDUCATION FOR
GIRLS
148. A s in E n g l a n d , the further e d u c a t i o n of girls raises special p r o b l e m s .
T o o often further e d u c a t i o n — p a r t i c u l a r l y part-time—-is r e g a r d e d as i m p o r t a n t
only for b o y s . B u t it is d e s i r a b l e n o t only in t h e interests of t h e girls
themselves b u t in the n a t i o n a l interest t h a t they s h o u l d h a v e e q u a l o p p o r ­
tunities w i t h b o y s , a n d s h o u l d t a k e every a d v a n t a g e of these o p p o r t u n i t i e s ,
t o carry their e d u c a t i o n a n d training t o as a d v a n c e d a s t a n d a r d a s possible.
O n t h e v o c a t i o n a l side, they will t h u s b e b e t t e r e q u i p p e d t o d o their p a r t i c u l a r
job m o r e efficiently in t h e d a y s w h e n they a r e in e m p l o y m e n t .
On the
personal side, they will h a v e a better general e d u c a t i o n w h i c h will e n a b l e
t h e m to l e a d a full life in their leisure from e m p l o y m e n t a n d m a k e t h e m
all the m o r e fitted to c a r r y o u t at a later stage t h a t m o s t i m p o r t a n t function
of all, w h i c h t h e g r e a t majority of t h e m will b e called u p o n t o u n d e r t a k e —
the f o u n d a t i o n of a h o m e a n d a family.
149. T h e need for developing further e d u c a t i o n for girls is s h o w n by t h e
fact t h a t only o n e girl in five takes any f o r m of further e d u c a t i o n at all even
at the age w h e n such e d u c a t i o n is generally m o s t p o p u l a r .
A t the p r e ­
vocational stage, d e m a n d is c o n c e n t r a t e d on courses for n u r s i n g , h o m e c r a f t ,
a n d secretarial subjects. D e m a n d a m o n g girls for day-release courses is
limited very largely t o c o m m e r c i a l a n d general subjects, distributive t r a d e s ,
clothing a n d textiles, h a i r d r e s s i n g a n d n u r s i n g .
150. M u c h therefore r e m a i n s to b e d o n e t o stimulate a m o n g girls a g r e a t e r
d e m a n d for further e d u c a t i o n generally, even t o b r i n g t h e n u m b e r s u p t o
w h a t they should be in courses linked w i t h w h a t a r e traditionally r e g a r d e d
as girls' careers. B u t a n even greater p r o b l e m confronts u s in t a p p i n g t h e
resources of t a l e n t a n d l a b o u r available a m o n g girls in o r d e r to- swell t h e
n u m b e r s of trained p e r s o n n e l n e e d e d for t h e m o r e strictly t e c h n i c a l o c c u p a ­
tions. T h e r e is n o d o u b t t h a t at present m u c h t a l e n t is lost to industry at
b o t h a d v a n c e d a n d craft levels b e c a u s e t h e resources of technical a n d
scientific ability a m o n g girls a r e n o t d r a w n on as they m i g h t b e . I t is t r u e
that s o m e of t h e courses a l r e a d y t a k e n b y girls s u c h as t h o s e c o n c e r n e d
with textiles a n d nursing, h a v e a c o n s i d e r a b l e technical o r science content.
A t the level of technology, only a few girls t a k e engineering subjects, b u t
n u m b e r s of girls t a k e science subjects. I n 1954 m o r e t h a n 15 per cent, of
the students gaining their N a t i o n a l Certificates in chemistry a n d applied
physics w e r e girls. I n p h a r m a c y , t o o , 4 0 per cent, of those w h o took their
qualifications in 1954 w e r e girls.
151. B u t w e m u s t d o m u c h m o r e t h a n this if w e are t o succeed in t h e
drive to train t h e technicians a n d technologists w e need. A n e w o u t l o o k
a m o n g parents a n d in schools o n t h e careers w h i c h are o p e n to girls is
required, so t h a t those with a practical or scientific b e n t c a n b e e n c o u r a g e d
to g r a s p the o p p o r t u n i t i e s o p e n to girls as well as to b o y s .
Education
authorities a n d the governors of central institutions m i g h t well consider
w h a t they should d o to e n c o u r a g e a greater d e m a n d for t e c h n i c a l t r a i n i n g
a m o n g g i r l s ; they might establish special c o u r s e s for girls in p a r t i c u l a r
industries a n d set aside special classes in t e c h n i c a l colleges for girls only.
M o r e employers, p a r t i c u l a r l y . in the n e w light industries, m i g h t consider
recruiting girl technicians a n d training t h e m o n t h e j o b . T h o s e w h o a l r e a d y
d o so h a v e found t h e girls m o r e n i m b l e with their h a n d s a t p a r t i c u l a r k i n d s
of w o r k a n d n o less quick t o pick u p technical processes. In these w a y s
a n d b y t h e exercise of foresight a n d i m a g i n a t i o n o n t h e p a r t of p a r e n t s ,
i n d u s t r y a n d education, m u c h c a n b e d o n e t o p r o v i d e w o r t h w h i l e careers
for w o m e n while assisting in the r e c r u i t m e n t of t r a i n e d p e o p l e for industry.
PROGRAMME OF CAPITAL
EXPENDITURE
152. A l l the d e v e l o p m e n t s o n t h e foregoing lines a t b o t h C e n t r a l
Institutions a n d Technical Colleges involve a large-scale p r o g r a m m e of c a p i t a l
e x p e n d i t u r e . It will b e a m a j o r a i m of G o v e r n m e n t policy over t h e n e x t
five y e a r s t o ensure t h a t the necessary r e s o u r c e s a r e available. T h e G o v e r n ­
m e n t a r e r e a d y to a u t h o r i s e a p r o g r a m m e of b u i l d i n g s for technical e d u c a t i o n
t o b e started within t h e next five years to t h e v a l u e of £10 million, with a
further £2 million for t h e necessary e q u i p m e n t . H o w far this p r o g r a m m e
c a n b e realised will d e p e n d largely o n h o w s o o n e d u c a t i o n authorities c a n
e x p e d i t e their local technical college projects. T h e G o v e r n m e n t l o o k t o t h e
authorities t o bring f o r w a r d as quickly as possible all such projects w h i c h
t h e y h a v e h a d in m i n d for t h e future. F o r t h e s e projects alone £ 6 million
of the £10 million will b e required. T h e G o v e r n m e n t will l o o k t o t h e
authorities further t o start within the p e r i o d s u c h a d d i t i o n a l projects as m a y
p r o v e t o b e within their c o m p a s s a n d in this w a y t o m a k e full u s e of t h e
total resources available.
153. T h e Secretary of State intends forthwith t o discuss w i t h the a u t h o r i t i e s
c o n c e r n e d h o w progress c a n best b e m a d e on t h e projects a l r e a d y u n d e r
consideration a n d h o w soon further projects c a n b e u n d e r t a k e n .
CHAPTER
V
CONCLUSION
154. Success is carrying o u t the plans set o u t in this P a p e r d e p e n d s o n
a t t r a c t i n g m a n y m o r e students a n d placing t h e m in t h e right courses, a n d o n
t h e i r o w n willingness to w o r k h a r d a n d go t h r o u g h with their studies. A l l
these a r e h u m a n p r o b l e m s , closely related to t h e s t u d e n t s b a c k g r o u n d .
155. M a n y enquiries in s e c o n d a r y schools h a v e s h o w n that again a n d again
a g o o d h o m e accounts for t h e widely different rates of progress m a d e by
children between w h o m t h e r e w a s n o t h i n g to c h o o s e at t h e age of eleven.
P a r e n t s easily over-estimate w h a t formal e d u c a t i o n c a n do for their children
a n d under-estimate their o w n influence, be it for g o o d or evil. A s soon a s
e d u c a t i o n becomes v o l u n t a r y , as it does at the a g e of fifteen, there is a crucial
decision to b e taken. S o m e t i m e s it is the boy o r girl w h o t a k e s it, b u t m o r e
often t h a n n o t w h a t t h e family a n d the n e i g h b o u r s t h i n k a b o u t continuing to
study determines the decision. If m o t h e r a n d father c a n n o t see the a d v a n t a g e
of further education, it is a b r a v e child w h o goes against their wishes.
156. E v e r y effort m u s t b e m a d e , therefore, to win t h e s u p p o r t of p a r e n t s
for further education. T h e schools a n d technical colleges a r e fully alive to
this need, a n d t h r o u g h personal contacts a n d p a r e n t s ' associations steady
progress is being m a d e . T h e c a m p a i g n by o u r l e a d i n g firms, in t h e n a t i o n a l
press a n d b y visits a n d conferences, t o illustrate t h e c a r e e r s o p e n t o b o y s a n d
girls h a s d o n e m u c h to stir u p interest in t h e schools in the f u t u r e of British
industry.
157. T h e g o o d firm is the ally of t h e g o o d h o m e , a n d . if a b o y c o m e s from
a h o m e hostile t o further e d u c a t i o n , his firm is his lifeline. B o t h sides of
industry, s p e a k i n g t h r o u g h their official representatives, fully recognise this
responsibility. M a n a g e r s a n d t r a d e u n i o n leaders w h o sit o n m a n y b o d i e s
c o n c e r n e d w i t h e d u c a t i o n h a v e b e e n insistent t h a t the G o v e r n m e n t should
e x p a n d technical e d u c a t i o n . I n accepting this a d v i c e t h e G o v e r n m e n t n o w
look t o t h e i n d i v i d u a l e m p l o y e r a n d t r a d e u n i o n leader to give all t h e p r a c ­
tical h e l p t h e y c a n to m a k e t h e n e w plans a success. T h e m o r e r e p r e s e n t a ­
tives of industry get to k n o w the colleges, t h e better. T h e y a r e a l r e a d y h e l p i n g
the colleges in m a n y w a y s : b y acting as m e m b e r s of r e g i o n a l b o d i e s a n d
governing b o d i e s of colleges a n d as p a r t - t i m e t e a c h e r s . T h e y c a n b e of
p a r t i c u l a r service by taking a n interest in the w o r k i n g o u t of n e w courses
a n d t h e d r a w i n g u p of b u i l d i n g p r o g r a m m e s . I t is greatly to b e h o p e d t h a t
m o r e a n d m o r e of the leading m e n a n d w o m e n o n b o t h sides of i n d u s t r y will
give s o m e of their time t o t h e p r o b l e m s of further e d u c a t i o n . T h e y c a n b e
sure t h a t their interest a n d e x a m p l e will always h a v e a m o s t stimulating
effect u p o n t h e colleges.
158. I n t h e e n d it is t h e a t t i t u d e of i n d i v i d u a l firms t o further e d u c a t i o n
w h i c h will c o u n t most. T h e G o v e r n m e n t h o p e ail e m p l o y e r s will consider
every y o u n g w o r k e r as s o m e o n e w h o still h a s t o find his or her feet in t h e
world a n d for w h o s e e d u c a t i o n a n d c h a r a c t e r t h e e m p l o y e r b e a r s a r e s p o n ­
sibility second only to that of p a r e n t s . M a n y p r i v a t e firms a n d the n a t i o n ­
alised industries, in spite of t h e present s h o r t a g e of l a b o u r , g o out of their
way t o e n c o u r a g e their y o u n g w o r k e r s to i m p r o v e their qualifications. S o m e
large firms h a v e established w o r k s schools in w h i c h v o c a t i o n a l a n d general
e d u c a t i o n is given t o a p p r e n t i c e s from w h o m t h e m o s t able are chosen for
a d v a n c e d courses at a university or technical college. O t h e r s rely for tech­
nical e d u c a t i o n wholly o n t h e colleges a n d a m o n g these a r e the strongest
advocates for t h e e x p a n s i o n of t h e facilities available t o d a y . Small firms find
greater difficulty in p r o v i d i n g o p p o r t u n i t i e s for y o u n g p e o p l e owing partly
to t h e restricted scope of their w o r k , a n d partly to the -problem of releasing
a p p r e n t i c e s w h e n the total n u m b e r in a s h o p is small. T h e s p r e a d of g r o u p
a p p r e n t i c e s h i p schemes designed for small firms will g o s o m e w a y t o w a r d s
o v e r c o m i n g these difficulties. I t is likely to increase the n u m b e r of a p p r e n t i c e ­
tices a n d c o r r e s p o n d i n g l y increase t h e r e q u i r e m e n t s for p a r t - t i m e day facilities
in technical colleges.
159. F i n a l l y , t h e r e is the general public. H o w are we t o get their full
s u p p o r t for our p l a n s which m u s t cost a great d e a l of m o n e y ? T h e old idea
that a d v a n c e d e d u c a t i o n is g o o d only for a small selection of the p e o p l e is
dead. T h e m a n a g e m e n t , of full e m p l o y m e n t , w i t h its m u c h greater need for
a r e s p o n s i b l e a t t i t u d e to w o r k a n d its challenge to greater o u t p u t per m a n
as the only w a y further to raise living s t a n d a r d s , h a s b r o u g h t a sense of o u r
d e p e n d e n c e on e d u c a t i o n as t h e key to a d v a n c e . E v e r y o n e can n o w see t h e
value of giving all children, w h e r e v e r they c o m e from a n d w h a t e v e r their
financial c i r c u m s t a n c e s , t h e best possible c h a n c e to d e v e l o p their o w n talents
a n d c o n t r i b u t e t o the n a t i o n a l well-being.
Technical education must b e
b r o u g h t within t h e r e a c h of all in this c o u n t r y a n d offered generously to
those from overseas. T h e G o v e r n m e n t are confident t h a t this task will b e
u n d e r t a k e n willingly by the n a t i o n .
APPENDIX- A N O T E O N THE U.S.A., T H E U.S.S.R. A N D WESTERN EUROPE
In this appendix are set out some of the available figures and facts about the
output of technical manpower in certain foreign countries. Comparisons between
countries in this field are hard to make, and are necessarily unreliable for several
reasons. Firstly, it is difficult to be sure of the facts. Secondly, systems of
education, and of employment of technical manpower, vary very greatly between
different c o u n t r i e s ; this makes it almost impossible to equate with any certainty
the standards of attainment represented by the different degrees, diplomas, certifi­
cates, etc. Thirdly, even the meaning of the different categories—technologists,
technicians a n d craftsmen (defined for the purposes of this White Paper on page 1)
—varies from country t o country. Moreover, a comparison of the position at
one point in time is misleading unless regard is also had t o the trends over a period.
2. Even within this country there is such a wide range of technical qualifications
that there is ample r o o m for argument about which qualification should be
included in which category. Moreover, many craftsmen and some technicians are
trained solely on the job and d o not figure in any statistical returns. The difficulty
of making comparisons is less severe in the ease of the highest category—"broadly
speaking, technologists. This appendix is therefore concerned mainly with them.
T h o u g h they constitute a relatively small proportion of a country's technical
manpower, their numbers give quite a good indication of the scale of its efforts
in technical education.
Great Britain
3. As indicated in paragraphs 50 and 56 of the White Paper, this country, with
a population of close on 50 million, produced in 1954:
2,800 University graduates in the engineering and other applied sciences
(or holders of diplomas awarded at universities) 57 per million of the popula­
tion. Some 2,300 of these students obtained their qualifications by three or
four years' full time study at universities—the rest by full time or part time
study at technical colleges.
8,100 holders of Higher National Certificates (or broadly equivalent qualifi­
cations)—164 per million of the population.
These qualifications were
obtained largely by part time study at technical colleges. Their holders
r a n g e from those, possibly rather less than o n e half, who eventually become
members of Professional Institutions t o others w h o should be classed as high
grade technicians.
4. N o comparable figures are available for those with lower qualifications.
Their numbers have undoubtedly increased substantially since 1945, but not
enough to keep pace with the demand.
U.S.A.
5. I n the U.S.A., with a population of 162 million, there are a large number of
institutions of university status which train engineers. There were produced from
them, in 1954, a total of:
22,000 engineering graduates—134 per million of the population. This was
less than half the output of 50,000 in 1950, when the age groups were larger
and the total was swollen by ex-servicemen. T h e Americans estimate that
the number will rise to 43,000 by 1964, following the bulge in the post-war
birth rate.
6. T h e university courses leading t o a b a c h e l o r s degree in engineering in the
U.S.A. usually last four years, but generally start from a lower standard than
that of the normal entry to our universities. .. T h e standard of the U.S. Colleges,
and of the. engineering graduates produced from them, varies greatly. M a n y
American bachelor degrees are,, in technical subjects, little if any higher than the
standard of the High National Certificate, but a considerable number of American
graduates proceed to higher degrees.
'( ' )i
'
-
7. Technicians in the United States come from three sources: holders of bachelor
degrees, students.who spend one or two years at a university without attempting a
degree, technicians trained by a n u m b e r of " technical institutes" and others
trained on the job. Figures of the total output of technicians are not available,
but it is authoritatively stated to be inadequate to supply the " t h r e e to five
engineering a i d e s " who are considered necessary to support every professional
engineer.
8. T h e American authorities are known t o be disturbed about the present output
of both technologists and technicians and are understood to be anxious to
expand it considerably. They are however faced with a very serious shortage
of science teachers in the schools.
U.S*S.R*
9. T h e following information is taken from " Soviet Professional Manpower ",
a study published in 1955 by Mr. Nicholas de Witt of Harvard University. H e
says that the figures quoted are mostly estimates, compiled from a variety of
sources, but carefully cross-checked ; they have been accepted by the United
States National Science Foundation.
10. With a population of 214 million, the U.S.S.R. claim to be producing
per a n n u m :
60,000 " professional engineers"—280 per million of the population.
These qualify after courses of 5\ years at " specialist institutes ", where the
standard is said to be high.
70,000 engineers—326 per million of the population, at the " Technicums ".
These provide a four year course for students about half of w h o m have
already h a d ten years schooling. T h e other half enter the " Technicum "
at the age of fourteen, after only 7 years at school. The official aim is to
limit the entry to " Technicums " to boys and girls who have had ten years
at school.
.11. T h e Russians are clearly determined to produce the maximum number of
scientists and technologists, and have announced a target of a 50 per cent, increase
in the n u m b e r of professional engineers. The general conclusion of a number
of observers from this country who have visited Russia recently, as well as that
of Mr. de Witt, is that the standard of Russian scientific and technological
education is high. T h e numbers of engineers turned out are well ahead of any
other country, both in absolute figures and per head of population. This is
achieved in part by what some American observers described as a ruthless
sacrifice of the arts—though the schooling of scientists and technologists is by
no means narrow. Both in salaries and in other privileges, the careers of
scientists, and technologists are m a d e very attractive. Moreover, there is far
larger use of woman-power in Russia than in any other country ; for example,
about three-quarters of the medical doctors, and one quarter of the engineers,
are women.
Western E u r o p e
12. In Western Europe (except in Italy) the majority of professional engineers
are trained in specialised technical institutes of university status such as the
well-known " Grandes Ecoles " of France and the " Technische Hochschulen "
in Germany, Holland and Switzerland. The entrance requirements for these
; institutes are generally high, though broadly based, and the length of the course
is usually four to five years and sometimes longer. T h e graduates from sUch
institutes will thus in general have received more advanced technological training
than is possible in the three year university course in Britain.
13. In addition, many countries have technical schools of a slightly lower status,
such as the Dutch " Middelbare Technische S c h o l e n " and the German
" F a c h s c h u l e n " . Unfortunately n o comprehensive figures are available of the
numbers trained in such schools, but the standard reached is thought to correspond
very roughly with our Higher National Certificate. T h e Colleges are mainly
full-time, and the course lasts some three-years.
tea
. 14. Figures for the output in 1953 of technologists (and also of pure scientists)
in Western European countries (other than Western G e r m a n y ) , have been obtained
through a questionnaire issued by the Organisation for European Economic
Co-operation, and the results have recently been published. T h e figures give a
total output for France, Italy, Western G e r m a n y (estimated), Switzerland,
Scandinavia and the Low Countries in 1953 of:
12,054 graduates in technology—largely educated at the specialised
technical institutions mentioned above. This figure is equivalent to 67 per
million of the population, the figures for France, Western Germany,
Switzerland and Italy being respectively: 70, 86, 82 and 39. These figures
exclude students trained in technical colleges or engineering schools.
15. By way of contrast, the O.E.E.C. returns show that theses countries produce,
proportionately to the population, less than half the graduates in pure science
produced in Great Britain (many of whom go into industry). T h e figure for
Western Europe as a whole is 48 per million of the population, compared with
our figure of 105 ; the Russian figure is 56. T h e relative importance which these
countries attach to engineering is in itself instructive, and the standards achieved
by the specialist institutes of technology in which most of these continental
engineers are educated, set examples of quality which cannot be ignored.
APPENDIX B
NATIONAL
ADVISORY
COUNCIL ON E D U C A T I O N FOR
A N D COMMERCE
INDUSTRY
REPORT O N S A N D W I C H T R A I N I N G A N D E D U C A T I O N
1. T h e National Advisory Council have h a d under consideration for some
time past the sandwich system of education and industrial training in which
substantial full-time periods are given alternately to education and to training
in industry, and the question of securing a greater degree of interest a n d co­
operation by industry in the development of such courses as a step towards
remedying the deficiency of technologists trained to professional level. Regional
Advisory Councils have been consulted and discussions have been held with
representatives of industry and everywhere the Council finds support for its
view that all necessary steps should be taken for the development of sandwich
courses and particularly of those leading to a high standard of professional
training.
2. Sandwich courses are already in being at a number of technical colleges
and these range from courses covering a period of 2 years leading t o the
Ordinary National Diploma to courses covering 4 to 5 years leading to the
Higher National Diploma and College Associateships. Increasing interest has
been shown in this kind of provision during the past twelve months and this
stirring of interest is no doubt due to the discussions taking place both regionally
and centrally which have resulted in a wider, though still limited, knowledge of
the sandwich system and the opportunities it offers.
3. T h e National Advisory Council support t h e sandwich system of organisation
of courses at all appropriate levels. They are, however, most strongly impressed
with the opportunity which the system offers of developing schemes for training
to professional level school leavers and other young people with ability to
become professional engineers and technologists capable of filling responsible
posts in industry. In view of the urgent need to increase the supply of engineers
and technologists of this calibre there can be little r o o m for doubt about the
value of a system which provides another and complementary method of training
to that whereby a young m a n undertakes a university course together with
two years' apprenticeship dn industry, and which is particularly suited t o those
who wish to enter industry direct from school and who would benefit from
studies being closely related to industrial experience.
4 . T h e C o u n c i l h a v e c o n s i d e r e d carefully the principles that n e e d to be followed
in the d e v e l o p m e n t of professional t y p e s a n d w i c h c o u r s e s in technical colleges
and they offer t h e f o l l o w i n g observations a n d r e c o m m e n d a t i o n s for t h e M i n i s t e r s
attention.
5. T h e professional type of s a n d w i c h course should normally c o v e r a period
of 4 to 5 years for selected students a n d s h o u l d be of such a standard that it
m a y be e x p e c t e d to satisfy the requirement for the n e w t e c h n o l o g i c a l a w a r d to
be administered by the C o u n c i l o v e r w h i c h L o r d H i v e s presides. Students m a y
n o w l o o k to this n e w award for r e c o g n i t i o n of the successful c o m p l e t i o n of high
standard courses such as these a n d industry will h a v e a m e a s u r e of the quality
of training and t h e level of ability o f y o u n g p e o p l e w h o attain this qualification.
6. W h i l e m a i n t a i n i n g this standard, the c o n t e n t o f the courses c a n be varied
to m e e t particular t e c h n o l o g i c a l a n d industrial needs and it is an essential
feature of s a n d w i c h training that there m u s t be close c o - o p e r a t i o n b e t w e e n the
c o l l e g e a n d the industrial o r g a n i s a t i o n c o n c e r n e d in t h e f o r m u l a t i o n a n d design
of the c o u r s e a n d the plans for l i n k i n g c o l l e g e education a n d industrial training
in the m o s t effective w a y .
In general, h o w e v e r , the e m p h a s i s s h o u l d be on
training p e o p l e t o think a n d d e v e l o p i n g a critical m i n d .
This can probably
best be a c h i e v e d b y stressing f u n d a m e n t a l science a n d study in the art of
communication.
O n e aim of the courses s h o u l d be t o p r o d u c e an awareness
of the i m p o r t a n c e of h u m a n relations a n d o f m a n a g e m e n t techniques. In view
of the i m p o r t a n c e of d e v e l o p i n g cost consciousness, s o m e attention s h o u l d also
be g i v e n t o the principles o f e c o n o m i c s .
O p p o r t u n i t y for t h e students to live
together as a c o m m u n i t y is m o s t desirable.
7. T h e staffing of courses of this kind will of course, present n e w problems,
for the colleges will n o t o n l y n e e d full-time staff of high quality but other
specialist lecturers t o provide part-time services during the d a y - t i m e .
It is
essential, therefore, for industry t o c o - o p e r a t e fully with the c o l l e g e s in providing
such specialists.
8. T h e r e is e v i d e n c e that periods of 5 m o n t h s in the c o l l e g e a n d 7 m o n t h s
in t h e w o r k s or of a b o u t six m o n t h s in e a c h will n o r m a l l y be the m o s t effective
a n d c o n v e n i e n t arrangements, but w h e r e these arrangements are f o u n d t o present
difficulties other periods c a n be a d o p t e d h a v i n g regard t o the n e e d s of the
particular industry a n d the n e e d t o e v e n the l o a d both in the c o l l e g e a n d in the
works.
9. It is i m p o r t a n t that the c o l l e g e should maintain contact w i t h the students
during their w o r k s periods. S u c h c o n t a c t might take the f o r m of tutorial classes
or g u i d e d studies.
10. T h e selection of students for this type of course needs particular care
and the firm a n d the c o l l e g e s h o u l d collaborate in selecting t h o s e entrants with
the aptitude, ability a n d p e r s o n a l qualities necessary b o t h for undertaking the
training and p r o c e e d i n g to posts of responsibility. T h e several sources of recruits
s e e m t o be
(d) y o u n g p e o p l e leaving s c h o o l at 18 with two appropriate a d v a n c e d level
passes i n the General Certificate of E d u c a t i o n ;
(b) selected e m p l o y e e s w h o h a v e o b t a i n e d a g o o d Ordinary N a t i o n a l
Certificate, a n d
(c) y o u n g p e o p l e w i t h appropriate passes at ordinary level in the General
Certificate of E d u c a t i o n w h o h a v e been given a suitable preliminary or
introductory course.
11. W i t h large firms the groups m a y be big e n o u g h in each c a s e to justify
special provision and there s h o u l d be n o difficulty in securing satisfactory training
during the w o r k s periods. In the case of m e d i u m sized firms there will be a
nucleus of students available to e n a b l e students from smaller firms to c o m p l e t e
a class. It m a y be desirable, h o w e v e r , for the college to arrange with a larger
firm for s o m e of the training facilities for those attending f r o m the smaller firms.
T h e r e m a y be a need to organise college based courses for students entering
u p o n training before taking u p e m p l o y m e n t in industry. T h e s e m a y either join
up w i t h w o r k s based students during the college periods or, if they are sufficient
i a number, form groups of their own. In either case it is hoped that firms will
co-operate in assisting the college to provide satisfactory training facilities during
the works periods ; and furthermore, that when the employers have had the
opportunity of seeing the college based students during the first period in the
works they may then be prepared to sponsor them as works based students. T h e
main consideration is that industrial training should be broad and closely related
to the education in the college, whether the students are works based or college
based.
12. It is believed that the essential co-operation between the firms and colleges,
both in the selection of the students and in their training, is greatly facilitated
when firms sponsor their students during the whole of the period of training,
whether in the college or works and pay their wages and college fees. This
arrangement is already widely accepted by many firms which co-operate in
this k i n d of training, for they have found that it fosters loyalty on the part
of the students towards their employers and acts as a considerable stimulus to
recruitment.
Not all firms may be in a position to help deserving students to the fullest
extent required. In such cases suitable students should be able to look to local
education authorities for adequate assistance, according to their needs. As these
are courses of professional level, the students should be eligible for assistance
on a similar basis to students going to university. Further, those who have
the necessary ability and intend to pursue courses of sufficiently high level will
have the opportunity to apply for Technical State Scholarships.
13. T h e Council understand that it is the normal policy of the Ministry to
require student fees to be charged for courses of all kinds although provision
is made for remission in cases of hardship. They feel that there are sound
reasons why the normal policy should be followed in the case of sandwich
courses. T h e fees charged by local education authorities are not economic fees
and represent only a fraction of the actual cost to the authority of the provision
it makes.
14. There should be the fullest regional consultation before new courses of
this kind are started so as (a) to avoid duplication and consequent uneconomic
use of staff and facilities and (b) to ensure that courses are located at centres
which can best provide them in a proper environment and which offer suitable
opportunities of continued contact between the firms, the colleges and the students.
On the other hand it is essential for regional machinery to work promptly so
as not to prejudice the negotiations between industry and the colleges or delay
the establishment of courses.
15. It is an essential pre-requisite for the development of professional sandwich
courses that local education authorities should plan out-county arrangements
on a free trade basis especially where the courses are works based. Thus if a
firm arranges with a particular college for a sandwich course to be provided
for selected employees w h o m a y come from a wide area each local education
authority should accept without question responsibility for the appropriate inter­
autihority payment in respect of such of its o w n students as are accepted for
admission t o the course.
16. Where firms have factories in different parts of the country it will often
be beneficial for students to g o to Che different factories in turn for their industrial
training and it is understood that in those cases where the firm certifies that suoh
arrangements are being made, the student would not be regarded as belonging
t o the area of any one authority and consequently the pooling arrangements
would o p e r a t e d
17. Finally, the National Advisory Council believe that this method of pro­
viding the country with m o r e technologists should be widely advertised as an
* Note.—Under the Local Education Authorities Recoupment (Further Education)
Regulation, 1954, the full cost (less fees and main grant) of providing further education for
students not regarded as belonging to the area of any local education authority is met from
a central " pool " to which all authorities contribute.
additional means towards meeting a requirement that ds vital t o industry and,
in fact, to t h e nation. T h e Council is aware that certain sections of industry
are already c o o p e r a t i n g in t h e development of sandwich courses but the t e m p o
should be quickened a n d the negotiations which the Ministry is conducting at
the national level with industry should be supplemented b y similar discussions at
the regional level. It is h o p e d that this will be facilitated b y arrangements which
are being discussed between the Ministry a n d the Federation of British Industries.
M u c h of the success of these developments will depend o n the ability of the
Ministry ajjd iflhe local education authorities to provide facilities. Improvements
are required in the acooirnimodatdon and staffing at the technical colleges a n d
m a n y colleges require hostels. T h e m a t t e r ds urgent a n d the National Advisory
Council h o p e that the necessary capital investment will be m a d e available for this
purpose.
Signed on behalf of the Council,
R.
M.
WEEKS,
Chairman.
6th February,
(31796)
Wt.
1956.
1533-2792
31
2/56
D.L.
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