!
DOCUMENT IS T H E P R O P E R T Y O F H E R B R I T A N N I C M A J E S T Y S G O V E R N M E N T
x
,
....
0
28 N o v e m b e r 1972
CABINET
EDUCATION: A FRAMEWORK FOR ADVANCE
M e m o r a n d u m b y the S e c r e t a r y of S t a t e for E d u c a t i o n and S c i e n c e
1.
On 3 O c t o b e r t h e H o m e and S o c i a l A f f a i r s C o m m i t t e e a p p r o v e d ,
s u b j e c t to the o u t c o m e of the p u b l i c e x p e n d i t u r e r e v i e w , p r o p o s a l s f o r o u r
future s t r a t e g y for e d u c a t i o n w h i c h the S e c r e t a r y of S t a t e for S c o t l a n d and
I submitted.
T h e s e p r o p o s a l s w e r e b a s e d on t h e t h r e e P r o g r a m m e
A n a l y s i s and R e v i e w ( P A R ) R e p o r t s p r e p a r e d by the E d u c a t i o n
Departments.
2.
A s the C o m m i t t e e a s k e d , w e r e p o r t e d t h e c o n c l u s i o n s of t h a t
m e e t i n g to the P r i m e M i n i s t e r ; a n d with h i s a g r e e m e n t I i n d i c a t e d a t the
C o n s e r v a t i v e P a r t y C o n f e r e n c e t h a t t h e G o v e r n m e n t h a d n e w and p o s i t i v e
p r o p o s a l s in m i n d , p a r t i c u l a r l y in n u r s e r y e d u c a t i o n , w h i c h would b e
announced soon.
3.
I a l s o a r r a n g e d , in c o n s u l t a t i o n w i t h the S e c r e t a r y of S t a t e f o r
W a l e s , for the p r e p a r a t i o n of a W h i t e P a p e r , and a d r a f t i s a t t a c h e d .
The
S e c r e t a r y of S t a t e for S c o t l a n d h a s done t h e s a m e .
T h e d r a f t White P a p e r
would n o r m a l l y h a v e b e e n c o n s i d e r e d f i r s t by the H o m e and S o c i a l A f f a i r s
C o m m i t t e e , but the L o r d P r e s i d e n t h a s a s k e d if p u b l i c a t i o n could b e
s p e e d e d up and w i t h t h e a g r e e m e n t of t h e H o m e S e c r e t a r y ( a s C h a i r m a n of
the H o m e and S o c i a l A f f a i r s C o m m i t t e e ) a n d the Chief S e c r e t a r y , T r e a s u r y
I a m s u b m i t t i n g i t d i r e c t to C a b i n e t .
4.
P u b l i c a t i o n , w h i c h i s e a g e r l y a w a i t e d b y the e d u c a t i o n a l w o r l d , w i l l
both d i s c h a r g e t h e u n d e r t a k i n g in T h e Q u e e n ' s S p e e c h to p r e s e n t to
P a r l i a m e n t p r o p o s a l s to e x t e n d t h e e d u c a t i o n s e r v i c e and to s e t n e w
p r i o r i t i e s , and a l s o a n n o u n c e the G o v e r n m e n t s d e c i s i o n s on t h e
r e c o m m e n d a t i o n s of t h e J a m e s C o m m i t t e e on T e a c h e r T r a i n i n g .
1
5.
T h e White P a p e r w h i c h I s u b m i t s e t s out a t e n y e a r s t r a t e g y t o
1981; i t s p r i n c i p a l f e a t u r e s a r e :
a.
N u r s e r y e d u c a t i o n w i l l b e p r o v i d e d for up to 90 p e r c e n t of
4 y e a r old and 50 p e r c e n t of 3 y e a r old c h i l d r e n if d e m a n d j u s t i f i e s
i t ; p r i o r i t y w i l l b e g i v e n t o d e p r i v e d a r e a s in t h e e a r l y s t a g e s ,
1
b
A p r o g r a m m e for improving or replacing obsolete secondary
s c h o o l s w i l l s u p p l e m e n t , t h o u g h on a s m a l l e r s c a l e , t h a t a l r e a d y
o p e r a t i n g for o b s o l e t e p r i m a r y s c h o o l s .
a
c.
T h e b u i l d i n g p r o g r a m m e for s p e c i a l s c h o o l s for h a n d i c a p p e d
children will be increased,,
d.
T h e staffing r a t i o in s c h o o l s will continue to b e i m p r o v e d b u t
a t a r e d u c e d r a t e , to give a 10 p e r c e n t r e a l i m p r o v e m e n t o v e r
1971 s t a n d a r d s .
e.
T e a c h e r s w i l l be r e l e a s e d to h a v e j e v e n t u a l l y , t h e
e q u i v a l e n t of one t e r m ' s i n - s e r v i c e t r a i n i n g a f t e r s e v e n y e a r s
s e r v i c e ; and a l l p r o b a t i o n a r y t e a c h e r s for the e q u i v a l e n t of o n e day
p e r w e e k to c o n t i n u e t h e i r t r a i n i n g d u r i n g t h e i r f i r s t y e a r of s e r v i c e .
1
f.
T h e r a t e of e x p a n s i o n of h i g h e r e d u c a t i o n w i l l b e r e s t r a i n e d
to a i m a t a t a r g e t o£ 750, 000 p l a c e s by 1981, of w h i c h a b o u t h a l f
w i l l be in u n i v e r s i t i e s ; v a r i o u s m e a s u r e s w i l l b e t a k e n to r e d u c e
unit c o s t s .
6.
This i s a b a l a n c e d p r o g r a m m e for c o n t i n u e d e x p a n s i o n .
The rate
of advance of s o m e s e c t o r s (notably t e a c h e r supply and u n i v e r s i t y
e x p a n s i o n ) will b e s l o w e d to e n a b l e t h e o t h e r s to go a h e a d f a s t e r .
The
e x p e n d i t u r e c o n s e q u e n c e s of the p o l i c i e s shown in the White P a p e r up to
1976-77 c o r r e s p o n d to the r e l e v a n t f i g u r e s to be shown f o r the e d u c a t i o n
p r o g r a m m e in t h e White P a p e r on P u b l i c E x p e n d i t u r e due to b e p u b l i s h e d
on 19 D e c e m b e r .
F o r l a t e r y e a r s , the p r o g r a m m e i s d e s c r i b e d in
sufficiently f l e x i b l e t e r m s to avoid m a k i n g any p r e c i s e f i n a n c i a l c o m m i t m e n t ,
7.
I n e v i t a b l y the s p o k e s m e n of s o m e s e c t i o n a l i n t e r e s t s w i l l b e
c r i t i c a l of the White P a p e r when i t i s p u b l i s h e d , b u t I b e l i e v e t h a i t h o s e
who a r e c o n c e r n e d w i t h e d u c a t i o n a s a w h o l e w i l l w e l c o m e i t and t h a t the
G o v e r n m e n t w i l l gain e n d u r i n g c r e d i t with r e s p o n s i b l e p u b l i c o p i n i o n .
I
invite m y c o l l e a g u e s to a g r e e t h a t the White P a p e r should b e l a i d b e f o r e
P a r l i a m e n t and p u b l i s h e d on W e d n e s d a y 6 D e c e m b e r .
M T
D e p a r t m e n t of E d u c a t i o n and S c i e n c e
27 N o v e m b e r 1972
2
CO NHDEMTIAL
EDUCATION:
A FRAMEWORK
Presented
Secretary
FOR
ADVANCE to P a r l i a m e n t by the
of State for E d u c a t i o n and
by Command
of H e r
December
Science
Majesty
1972
LONDON 1
HER MAJESTY S STATIONERY
OOp net Cmnd 0 0 0 0
(i)
OFFICE f t
EDUCATION:
A F R A M E W O R K FOR
ADVANCE Paragra pli
CONTENTS Pasre 1
X n t rodue t i on
2. Primary and Secondary
3­
The U n d e r F i v e s
h. Schools
11
Schools
13
- Capital
Investment
35
14
41
16
N o n - t e a c h i n g Costs
44
18
Tlie size of the teaching force
47
19
Primary and Secondary
School Improvements
Special Schools
Schools - Recurrent
Expenditure
6. The James Report
54
22
7. In-service T r a i n i n g
60
2h
8.
Induction of T e a c h e r s
64
26
9-
Pattern
73
20
10. Training f o r Further E d u c a t i o n
82
33
11 . Organisation and A d m i n i s t r a t i o n
of C o u r s e s
in T e a c h e r T r a i n i n g
for
35
Teacher Training
87
After School and Beyond
99
12. 39
44
13. Diploma of H i g h e r E d u c a t i o n
110
Numbers and Costs in Higher E d u c a t i o n
T14
The U n i v e r s i t i e s
Polytechnics and Other F u r t h e r Education
Colleges 129
-j/j-j
Colleges of E d u c a t i o n
1 48
47
14. 15. 16. 17-
53 *
18. The O r g a n i s a t i o n
19. 1 58
of H i g h e r E d u c a t i o n
1 63
Public E x p e n d i t u r e I m p l i c a t i o n s
(ii) g:M It] A
,
,
,- ^ ^ .:::i'iiM'tv;:(j .
-,..1."..
I
)
57
60
64 66
INTRODUCTION :
1.
The last t e n years have seen a major expansion
I service.
The next
ten w i l l see expansion continue
I education is to make
of the education
- as it must if
its full c o n t r i b u t i o n to the v i t a l i t y
of our
society and our economy. 2.
Since they took office more
than two years ago, the Government in w h i c h the service is growing; have been reviewing the directions
its objectives and its p r i o r i t i e s .
five of its a s p e c t s w h i c h require
In p a r t i c u l a r
close attention
I nursery education, school b u i l d i n g ,
3.
that
they are p l a n n i n g to
It w i l l be seen that e x p e n d i t u r e
substantially
in e a c h
in real terms over the coming d e c a d e .
the m a i n d e t e r m i n a n t
expenditure was the increasing n u m b e r
education system.
available,
(with one p a r t i a l exception, noted b e l o w ) w i l l
1 continue to increase
factors:
if, w i t h i n those
should d e v e l o p and the resources
In the 1 9 6 0 s
difficult
are aiming, the lines on w h i c h they intend
-devote to their a t t a i n m e n t .
I h,
of r i s i n g
educational
of y o u n g people
u s i n g the
The e x p a n s i o n w a s led by q u a n t i t a t i v e ,
larger age groups w i t h i n the span of compulsory
rising demand f o r access to sixth form, f u r t h e r and h i g h e r
more buildings t o accommodate
them;
or demographic
education;
education;
and m o r e staff to teach
There was little respite f r o m the job of simply
them.
coping w i t h rising­
numbers .
5.
In the 1 9 7 0 s
these p r e s s u r e s w i l l not be so intense.
programmes - that f o r h i g h e r e d u c a t i o n , for example
- must
Some
continue
to grapple w i t h the f a m i l i a r p r o b l e m of rising numbers and more p l a c e s .
"Roofs over h e a d s " in the s c h o o l s , on the other hand, w i l l be a less
pressing problem
lays down u n d e r e a c h of these h e a d s the objectives,
i at which the Government
of the five areas
time:
of advance across a l l five is to be achieved.
This White P a p e r
leach programme
E a c h of these p o s e s
the a l l o c a t i o n of r e s o u r c e s
a balanced programme
at the present
s t a f f i n g standards in s c h o o l s ,
teacher training and h i g h e r e d u c a t i o n .
I decisions about
they have' examined (the exception noted a b o v e ) .
can therefore be m a d e .
-1 Choices of a new kind
6.
Thus, the nursery programme
education service
building programme
old schools.
The
extends
c h i l d r e n aged 3 and k.
to include
gives a new impetus
size
of the
The
school
to efforts to get rid of bad
of the t e a c h i n g force w i l l continue
expanded but, no less and perhaps more
training programme
the b o u n d a r i e s
envisages
importantly,
the
a m a j o r new initiative
quality of t r a i n i n g and thus
of the
teacher
to improve
t e a c h i n g force.
Finally
continuing g r o w t h
of h i g h e r e d u c a t i o n makes possible
of a more diverse
range of o p p o r t u n i t i e s
the
for both students
the
and
*
There is no ready w a y of d e c i d i n g what weight
these programmes.
to give to each of
The total r e s o u r c e s a v a i l a b l e w i l l a l w a y s be
Everything cannot be done
in full at o n c e .
B a c h programme
real sense in c o m p e t i t i o n for its share of r e s o u r c e s w i t h
programmes, b o t h w i t h i n and outside
review must continue to grow.
8.
judgment about
other
the e d u c a t i o n s e r v i c e .
But, w i t h
This White P a p e r represents
the a p p r o p r i a t e
The White P a p e r is d e s i g n e d
action.
for the education service but there
rate of expansion for e a c h .
future of a ten-year
strategy
In each part
points still r e m a i n for d e c i s i o n .
and their
partners in the p r o v i s i o n of the service w i l l be able to
these and w o r k out in c o n s u l t a t i o n h o w the programme
carried through.
over a substantial
years many of the p r o g r a m m e ,
The Government
of is room for a good deal
tactical flexibility and for v a r i a t i o n in timing in the later
and in the rate of p r o g r e s s .
under
the
to provide a f r a m e w o r k f o r
It indicates the g e n e r a l d i r e c t i o n
limited
is in a v e r y
the exception already noted, e a c h of the education programmes
Governments
the
development
institutions.
7.
to be
several
consider can best
This w i l l call f o r a sustained co-ordinated
be effort
period. 1
9.
Apart from e d u c a t i o n i n the u n i v e r s i t i e s , for w h i c h
rests with the S e c r e t a r y
responsibility
of State f o r E d u c a t i o n and Science
Great Britain, e d u c a t i o n in Scotland is the r e s p o n s i b i l i t y
Secretary of State for S c o t l a n d and w i l l be the subject
White Paper.
throughout ;
of
of a
the
separate
10.
Under the T r a n s f e r
of F u n c t i o n s
( W a l e s ) O r d e r 1 970
the
Secretary of State for W a l e s assumed re spoil s i b i l i t 3 ' - for p r i m a r y
and
secondary education in W a l e s , a l t h o u g h all other educational
functions
in Vales remain the r e s p o n s i b i l i t y
for
Education and S c i e n c e .
of the S e c r e t a r y
Those Sections
of State
of this White P a p e r
cover nursery, primary and secondary education in England
are therefore presented
on behalf of both S e c r e t a r i e s
-3­
which
and
Wales
of S t a t e .
I
H en
8%^m picRu m fS M
f n1
1 1
1 11
11 r Li
.'LP?TNTAJJY AND SECONDARY
T
i ]1.
Primary and
SCHOOLS
secondary
schools
(including n u r s e r y schools
classes for the under f i v e s ) still claim m o r e
of educational e x p e n d i t u r e ,
in spite
I education over the past d e c a d e .
I are of paramount
importance
of the rapid g r o w t h
Resources
because
than h a l f the
apart,
they p r o v i d e
1 for all continued e d u c a t i o n , and b e c a u s e
the
the
and
total
of h i g h e r
schools
foundation
they affect almost
the
whole population of the c o u n t r y at some stage in their l i v e s .
I 1971 over 93fb of all
the c h i l d r e n
of c o m p u l s o r y
England and W a l e s w e r e a t t e n d i n g m a i n t a i n e d
school age
primary or
In
in
secondary
schools.
12.
The Government have
carried
through
to f i n a l i t y a great
age to 16
the raising of the s c h o o l leaving
in accordance w i t h
provisions of the E d u c a t i o n A c t ,
19^.
substantial a d d i t i o n a l
to the r e p l a c e m e n t
resources
reform,
T h e y have also
the
devoted
and
improvement
of unsatisfactory p r i m a r y s c h o o l s .
T h e n e x t phase of
the
policy for the schools, w h i c h is set
out in the f o l l o w i n g
Government's
sections
this White Paper, m a k e s a d v a n c e s Avliich are n o less i m p o r t a n t .
include a m a j o r initiative
in the p r o v i s i o n
under-fives.
to this important
In a d d i t i o n
of facilities
extension
of education, plans have b e e n m a d e f o r i n c r e a s e d
on the improvement
of secondary
schools building p r o g r a m m e ;
improving school staffing
schools
and
These
for
the
of the
capital
of
range
expenditure
on an e n l a r g e d
special
and f o r a t e n - y e a r progx-anime for
s t a n d a r d s and
of opportunities for i n - s e r v i c e
the e x t e n s i o n to all
teachers
training.
.THE UNDER FIVES 13.
The Government h a v e d e c i d e d
to l a u n c h a n e w p o l i c y for
education of children u n d e r f i v e :
T h i s w i l l be the first
step since I87O, w h e n e d u c a t i o n was m a d e compulsory
five, to offer an e a r l i e r start in
'
19H
­
education.
Although local e d u c a t i o n a u t h o r i t i e s w e r e
Education Act
to "have regard"
at
jtfNIrlDcNl Sill
systematic
the age
of required b y
to the need for the
-4­
the
the
provision
of nursery e d u c a t i o n , its claims
subordinated
and to
to the needs of c h i l d r e n of compulsory s c h o o l age
the growing d e m a n d s f o r longer secondary
and all forms
of p o s t - s c h o o l e d u c a t i o n .
age has b e e n raised
8/60
on resources have had to be
to restrict
"While
school
education
the s c h o o l - l e a v i n g
twice, local authorities were asked
the number of u n d e r fives in school
"rising f i v e s " ) to the number
in 1 9 5 7 -
in C i r c u l a r
(other
This has b e e n
than
mitigated
only by a c o n c e s s i o n to enable l o c a l e d u c a t i o n atithorities to
establish n e w n u r s e r y classes where
these would
allow
married
women to r e t u r n to teaching, and by the a p p r o v a l of some
new places in n u r s e r y schools a n d classes
20,000
under the U r b a n
Programme .
15.
Children are a l r e a d y admitted b y some schools
in the term
before their f i f t h birthday, as "rising f i v e s " , even though in lav/
they need not be admitted u n t i l the beginning
they become f i v e .
Indeed,
in some
infant classes
time);
school even e a r l i e r .
4,000
part­
( 4 5 , 0 0 0 full time and 5 5 , 0 0 0
time) in some 5 0 0 separate n u r s e r y schools a n d 2 , 0 0 0
nursery
classes in primary s c h o o l s .
to the
equivalent
This
p r o v i s i o n amounts
of some 3 0 0 , 0 0 0 f u l l - t i m e p l a c e s .
of children receiving
e d u c a t i o n in m a i n t a i n e d
of their f i f t h y e a r w a s still u n d e r 35fo;
proportion w a s a mere 5 $ -
In
2 2 0 , 0 0 0 c h i l d r e n u n d e r five in
(mostly attending f u l l - t i m e b u t some
a n d about 1 0 0 , 0 0 0 more
after
areas where b u i l d i n g s a n d
teachers are a v a i l a b l e , c h i l d r e n start
January 1 9 7 1 there were about
of the term
part­
But the p r o p o r t i o n
schools
for e v e n part
for t h r e e - y e a r - o l d s the
T h e s e a r e v e r y low figures
compared
with the level of p r o v i s i o n i n some countries
European of the
1
Ec onomic Comnumi ty . l6.
There is now c o n s i d e r a b l e
of the years b e f o r e five
effective ways
evidence pointing
to the
importance
in a child's e d u c a t i o n - and to the most
of p r o v i d i n g for the n e e d s , and p o t e n t i a l , w h i c h
children d i s p l a y at
this a g e .
The Reports
of the
Central
2
Advisory Councils
, u n d e r Lady P l o w d e n a n d the late
Gittins, based p r a c t i c a l proposals u p o n
recommended
these i d e a s .
They
that m o s t needs could be met b y part-time
education and
that places
Council estimated
them
that p r o v i s i o n f o r 9 0 $
5 0 $ of three-year-olds wottld be a d e q u a t e
The Government
recommendations.
nursery
should be provided f o r all three
four-year-olds w h o s e p a r e n t s w i s h e d
17.
Professor
now propose
to a t t e n d .
The
Plowden
of f o u r - y e a r - o l d s
to meet
to give effect
T h e i r aim is that w i t h i n
to
these
the next
ten years
within
e s t i m a t e d b y Plowden., to those c h i l d r e n
three and four w h o s e parents w i s h them to b e n e f i t from
Circular 8 / 6 0
and
demand.
nursery e d u c a t i o n should become a v a i l a b l e w i t h o u t c h a r g e ,
the limits of demand
and
w i l l be
of
it.
withdrawn.
Objectives 18.
Important
as
the new policy is in m a k i n g possible
substantial increase
a
in facilities f o r the u n d e r f i v e s , it w i l l make the c o n t r i b u t i o n that it should, b o t h e d u c a t i o n a l l y
socially, only if e q u a l a t t e n t i o n is directed
of the p r o v i s i o n .
to the
A c l e a r p e r c e p t i o n of objectives
and character
and 1.
Nursery places are p r o v i d e d for over 5 0 $ of three-year-olds
and over 8 0 $ of f o u r - y e a r - o l d s i n F r a n c e ;
for over 8 0 $ of
three-year-olds and over 9 0 $ of f o u r - y e a r - o l d s in Belgium;
for over 8 0 $ of f o u r - y e a r - o l d s in H o l l a n d ;
and for over
5 0 $ of three a n d f o u r - y e a r - o l d s in I t a l y .
2 .
Children and t h e i r P r i m a r y S c h o o l s .
HMSO
Primary E d u c a t i o n in W a l e s .
HMSO 1967
1967
imaginative i m p l e m e n t a t i o n w i l l bo n e c e s s a r y .
can give a lead, success
While
the
or failure will depend much more on
and other
19.
staff, and on the response of p a r e n t s . The value of n u r s e r y education in promoting
the
social development of y o u n g children has long been acknowledged.
addition we now k n o w that, given sympathetic
children may also make great
of five.
Progress
than was
supervision,
the age basis families areas - b o t h urban and rural - in b r i n g i n g
their young children w i l l be p a r t i c u l a r l y important.
elsewhere, the G o v e r n m e n t believe
fives should build
The opportunities w h i c h the n e w policy offers for
living in deprived
of
previously of this kind g i v e n any child a sound
education.
Xn
T h e y are capable o f d e v e l o p i n g further in the use
for his subsequent
20.
and skilled
e d u c a t i o n a l progress before
language, in thought and in p r a c t i c a l skills
supposed.
the
teachers enterprise, skill and sensitivity of local a u t h o r i t i e s ,
1
Government
up T h e r e , as that provision for the u n d e r on, not supplant, p a r e n t s ' own e f f o r t s . 21.
The e x t e n s i o n of n u r s e r y
e d u c a t i o n w i l l also p r o v i d e
opportunity for the earlier- i d e n t i f i c a t i o n
difficulties A\rhich, if n e g l e c t e d ,
progress.
These
psychological
difficulties
or m e d i c a l .
may
of c h i l d r e n w i t h
inhibit
their
may be p r e d o m i n a n t l y
It w i l l be
important
early.
likely to be
social,
to ensure
nurses and d o c t o r s w i l l be
of great
if
for the
of the children and socxal w o r k e r s , e d u c a t i o n a l
that
such
available;
effective
Close contact between, those r e s p o n s i b l e
special
educational
children's parents are m a d e aware of the f a c i l i t i e s
remedial m e a s u r e s are much more
an
applied
education
psychologists,
importance.
Nature of E x p a n s i o n 22.
P l a n n i n g the p r o v i s i o n required
policy is complicated
in two w a y s .
to meet
First,
laying d o w n a u n i f o r m detailed p a t t e r n ;
will reflect
the aims of the new they hope that
local n e e d s and r e s o u r c e s , p a r t i c u l a r l y
of p l a y g r o u p s .
Secondly,
demand and its future
demographic
factors
g r o w t h are u n c e r t a i n .
necessary to w a t c h the development
are not the G o v e r n m e n t
of d e m a n d
apart,
plans local
the
the extent
in the
of
be It w i l l t h e r e f o r e
carefully
contribution
early years . 23.
In p r e p a r i n g for the e x p a n s i o n of n u r s e r y
authorities w i l l need
fives, e x i s t i n g
to take account
or planned,
in which n u r s e r y classes
a t t a c h importance
a s c h e m e for t h e i r
all p l a y t h e i r p a r t .
to a f u l l a s s e s s m e n t
and n e e d s , and w i l l w e l c o m e d i v e r s i t y
efficient and there
of local
day The
in the e d u c a t i o n
other departments
of local
in m a n y
areas. is
and must authorities will need to share in it, and c o n s u l t a t i o n w i t h v o l u n t a r y b o d i e s
also be n e c e s s a r y
resources
T h e m a i n b u r d e n of this r e s p o n s i b i l i t y
rest on education committees,but
areas
in p r o v i s i o n so long as it
is n o sacrifice of standards
care of the c h i l d r e n .
for u n d e r and s c h o o l s , v o l u n t a r y p l a y g r o u p s ,
nurseries and other forms of d a y - c a r e
Government
of other f a c i l i t i e s
so as to p r e p a r e
education,local
will 24.
T h e Government believe
it w o u l d be right for most
nursery p r o v i s i o n to take the form
forming part
of p r i m a r y s c h o o l s .
of classes
of the extra
for the u n d e r
fives
E d u c a t i o n a l l y this h a s the advantag'
It is important
of avoiding a change of school at f i v e .
classes - n e w and e x i s t i n g - should be housed, staffed
meet the special needs of y o u n g c h i l d r e n .
that the
and equipped t(
Where standards in
existing classes w h o l l y or m a i n l y for children u n d e r five are below
those appropriate f o r n u r s e r y c l a s s e s , additional assistance to
teachers and improvement
to equipment,
accommodation
and outdoor
playing space m a y be required,
25.
*
T h e m a j o r i t y of educationists
school as sufficient,
reach c o m p u l s o r y
maintained
regard part-time attendance at
indeed p r e f e r a b l e , for most c h i l d r e n until
school a g e .
The number
of under fives
schools p a r t - t i m e rose from 4 , 0 0 0
There w i l l , however, continue
attending
in 1 9^0 to 6 0 , 0 0 0
26.
in 1971
to be some children w h o h a v e a special
need to attend full-time, either f o r educational reasons
of home
they
or because
circumstances.
The Government's
plans have t h e r e f o r e b e e n made on the basis
of half-time a t t e n d a n c e as the g e n e r a l rule for c h i l d r e n under
compulsor3'" school a g e .
In e s t i m a t i n g the cost of a d d i t i o n a l
provision allowance h a s b e e n m a d e , as recommended
Gittins R e p o r t s , for 1 5/o of t h r e e -
in the Plowden and
a n d f o u r - year-old
to attend f u l l - t i m e f o r e d u c a t i o n a l and social r e a s o n s .
could b e that
eventually about
children
T h e effect
one place in five would be used
in this w a y , a l t h o u g h the p r o p o r t i o n w i l l v a r y a c c o r d i n g to need
from
one part of the country to a n o t h e r .
N o allowance has b e e n made to
cover the h i g h e r capital and current
costs
significant
of nurser)' schools.
expansion of n u r s e r y schools would
1
which the Government s objectives
9­
can be
Any
slow d o w n the rate at
reached.
27-
Authorities
playgroups.
should consider c a r e f u l l y the role of v o l u n t a r y
M a n y thousands
of mothers devote
and energy to r u n n i n g and o r g a n i s i n g
important
contribution,
children u n d e r f i v e .
considerable
such groups,
'iich m a k e
interests
T h e Government
hope that
the development
of
deprived
local authorities w i l l consider how in the
of the children the best use can be made of them,' alongside
the expansion of n u r s e r y education.
with b e t t e r equipment
and q u a l i f i e d
Some p l a y g r o u p s , if provided
staff, could b e c o m e
nursery c l a s s e s : part of the primary
is more
available; and there may be others for w h i c h there is a
T h e s e v o l u n t a r y g r o u p s m a y be assisted by
authorities
in their v a r i o u s
maintained
school but on a separate
Many playgroups w i l l remain u n t i l n u r s e r y education
need.
an
p r o v i d i n g for over a quarter of a m i l l i o n
playgroups w i l l c o n t i n u e , p a r t i c u l a r l y a m o n g socially
children, and that
time
local
of equipment,
or the advice
of the a u t h o r i t y ' s n u r s e r y and
specialists.
T h e y may be a s s o c i a t e d w i t h a local p r i m a r y
playgroups are supported
ensure that
of q u a l i f i e d
in this w a y ,
widely
continuing
capacities b y c a s h g r a n t s , the
and thereby enjoy the support
site.
teachers.
loan
infant
school,
Where
it w i l l be important
to
they provide the same o p p o r t u n i t i e s as in m a i n t a i n e d
schools for identifying c h i l d r e n w i t h special h a n d i c a p s .
10­
B B% put p n
:
?* M B
9
Disadvantaged
28.
B
8 B3EI
M
e
fci ^
Children
A l l c h i l d r e n can gain from n u r s e r y
e d u c a t i o n but it is
particularly v a l u a b l e for c h i l d r e n whose home and life are
for w h a t e v e r reason.
While
the G o v e r n m e n t *s aim is that
education should be widely a v a i l a b l e
within
to a r e a s of d i s a d v a n t a g e .
substantial areas
nursery
ton years for children
three and four, priority w i l l be g i v e n in the early
programme
restricted,
v
stages of the
Local e d u c a t i o n authorities
with
of social d e p r i v a t i o n , u r b a n and rural, will be
1974-76.
given some p r i o r i t y in the a l l o c a t i o n of capital resources in
It is h o p e d that all local e d u c a t i o n a u t h o r i t i e s will in their
take account
of
of those c o n s i d e r a t i o n s
turn
in d e c i d i n g which parts of t h e i r
own areas should be given priority in the establishment
of new
classes for the u n d e r f i v e s , or i n g i v i n g a d d i t i o n a l h e l p to exis ting­
classes.
T h e experience
Programme
should be v a l u a b l e in suggesting c r i t e r i a .
stages
gained
in the a d m i n i s t r a t i o n
of the expansion programme
the demand
supply, a u t h o r i t i e s will no doubt
policy
should give priority
of the U r b a n
If in the
for places exceeds
consider how far their
early
the
admissions
to c h i l d r e n w i t h special n e e d s .
The R o l e of P a r e n t s 29.
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 w i l l also w i s h to adapt and
to n u r s e r y
e d u c a t i o n l e s s o n s w h i c h can be learned from
of p l a y g r o u p s .
T h e most s u c c e s s f u l
from the support
experience
of them have derived m u c h
of parents w h i c h the p l a y g r o u p c a n generate
providing a local focus of interest
mothers h a v e been able
as nursery
the
apply
strength
by
in e d u c a t i o n in a community.
Some
to g i v e p r a c t i c a l h e l p in r u n n i n g p l a y g r o u p s ;
education e x p a n d s , many m o r e may wish to h a v e some
such as a f u r t h e r e d u c a t i o n college
training
can provide, in order to make
the
most of t h e i r time and their skills w h e t h e r w o r k i n g in a p l a y g r o u p
a nursery
class.
important
assets.
learn more about
Their maturity
children's development
1
and education from
in the care of y o u n g children.
nursery e d u c a t i o n probably
o f f e r s the best
understanding
importance
stages.
-11 ­
In
opportunities
and support
trying to a c h i e v e , w h i c h is of key
at subsequent
are
F o r o t h e r s , there w i l l be useful o p p o r t u n i t i e s
and other staff trained
enlisting p a r e n t s
and e x p e r i e n c e w i t h children
for what
or
to
teachers
addition,
for
schools
to successful
are
education
30.
Many
jresults.
teachers
in n u r s e r y
E n l i s t i n g parental
Idisadvantaged
classes
are already
achieving
support is particularly
a r e a s , w h e r e the need to stimulate
these
interest and establish
l i n k s b e t w e e n h o m e and school is greater, but it is important
*jareas.
Local authorities will n e e d
of the o p p o r t u n i t i e s nursery
i n all
to consider how to make the most
education offers in this field.
services d e p a r t m e n t s w i l l also have an important part
especially i n disadvantaged
i n the
important
Social
to play,
areas.
Staffing 31.
The rapid
e x p a n s i o n of nursery e d u c a t i o n will require m o r e
staff.
The further e d u c a t i o n service w i l l need to expand p r o v i s i o n for courses l e a d i n g to the certificate of the N a t i o n a l N u r s e r y
Board;
and it w i l l be n e c e s s a r y
attracting as nursery
Examination to seek new and imaginative w a y s of a s s i s t a n t s not only
s c h o o l - l e a v e r s but also
women whose family r e s p o n s i b i l i t i e s may not give them the time or r e s o u r c e s to undergo f u l l - t i m e
training.
B o t h wll be needed and each w i l l have a distinctive c o n t r i b u t i o n to m a k e . 32.
Above a l l , the programme will require many m o r e
teachers p a r t i c u l a r l y
if, as the Government
teachers in the staff of n u r s e r y
to grow to at least a h a l f .
overall ratio
present n u m b e r
age of five m a y need
time.
10,000
expansion of n u r s e r y
classes, at present
about
staff of 1 3 : 1 .
qualified
teachers
of p u p i l s b e l o w the
in t e n years
students i n colleges of education must be
courses.
T h i s should be the easier b e c a u s e the
education will m a k e the teaching
children a more attractive
a third, is
F o r this p u r p o s e , the
to be increased to u p w a r d s of 2 5 , 0 0 0
It f o l l o w s that more
attracted to suitable
hope, the p r o p o r t i o n of
T h e objective is to m a i n t a i n the present
of p u p i l s to adult
of about
qualified
career.
of young­
In a d d i t i o n some serving
teachers
whose initial training and experience h a v e b e e n concerned m a i n l y
with
older age g r o u p s and who w i s h to turn to n u r s e r y e d u c a t i o n may require
further training to equip them for the p u r p o s e .
G u i d a n c e w i l l be
given to l o c a l a u t h o r i t i e s and to colleges of e d u c a t i o n on t h e i r part
in these two d e v e l o p m e n t s .
s
ll II ii I I P Hi II I ill la
Resources 33.
If demand
does r e a c h the f i g u r e s estimated
Report, some 7 0 0 , 0 0 0
all by 1 9 8 1 - 8 2 .
full-time
300,000
equivalent
are at present
for children of r i s i n g f i v e .
places m a y b e n e e d e d in
available, h a l f of them
N e w c a p i t a l p r o v i s i o n apart,
figure would p r o b a b l y rise b y about
years for two r e a s o n s .
in the P l o w d e n
150,000
this
over the next ten
F i r s t , in m a n y areas the n u m b e r
of children
in the five to eleven age group w i l l f a l l , and a u t h o r i t i e s will be
able to adapt a c c o m m o d a t i o n
needs of the u n d e r fives .
i n e x i s t i n g primary schools
for the
S e c o n d l y , m o r e nursery places
approved under the U r b a n Programme will b e brought
so a substantial programme
of purpose-built
required, and as the first
step the G o v e r n m e n t
already
into u s e .
Even
a c c o m m o d a t i o n w i l l be
propose
to authorise
special b u i l d i n g programmes of £ 1 5 m i l l i o n each in 1 9 7 ^ - 7 5 and
1975-76.
The effect w i l l b e to increase
total current
on the under fives from about £ 3 0 m i l l i o n in 1 9 7 1 - 7 2
million in 1 9 7 6 - 7 7 -
Detailed guidance
these building programme
e x p e n d ! time
£60
to n e a r l y
on the a d m i n i s t r a t i o n of
a l l o c a t i o n s , and related m a t t e r s , w i l l b e
given shortly in a C i r c u l a r w h i c h w i l l ask local a u t h o r i t i e s to
submit plans for t h e i r areas in c o n s u l t a t i o n w i t h t h e v o l u n t a r y
school a u t h o r i t i e s .
Research 3^.
The Government
propose
monitor the d e v e l o p m e n t
studies of the results
to set u p a research programme to
of the n e w p r o v i s i o n .
and e f f e c t i v e n e s s
reaching its several g o a l s .
of n u r s e r y e d u c a t i o n in
educational attainment,
will naturally f o r m an important
part.
in conjunction w i t h other D e p a r t m e n t s
Council.
though
Studies m a y n e e d
launched
this
to b e planned
concerned w i t h social
of a n y d e v e l o p m e n t
new programme b y the Schools
include
T h e s e studies will take i n a w i d e r v i e w
of results than the children's
and will take account
This w i l l
in support
policy,
of the
0 ft
fl
ri I ) '
!
Is
SCHOOLS:
CAPITAL
s k
INVESTMENT
Primary and Secondary S c h o o l
35.
to be large e n o u g h to ensure
School b u i l d i n g programmes need
a school place
is available
improvements
for every child.
The programmes must
that
take
account of changes b o t h in the total size of the school p o p u l a t i o n and
in its g e o g r a p h i c a l d i s t r i b u t i o n .
claim on the r e s o u r c e s a v a i l a b l e
ten years the number
These basic needs must have
for school b u i l d i n g .
Over the past
of children in m a i n t a i n e d p r i m a r y and secondary
schools in England and W a l e s h a s r i s e n by over a m i l l i o n .
provision has had to be made f o r the r a i s i n g
Primary rolls
increased
the birth-rate
throughout
since 1 96h
Increases
the above period, but the f a l l in
in p r i m a r y
The pressure
up to 198O
to continue
when the effects of the f a l l i n g b i r t h - r a t e w i l l start
substantially
schools
in s e c o n d a r y rolls b e g a n in the
middle of the past decade and are expected
in the secondary s c h o o l s .
In addition
of the s c h o o l - l e a v i n g a g e .
w i l l mean that numbers
will decline a f t e r 1 9 7 ' ' -
already diminished
first
to be r e f l e c t e d
of basic needs h a s , t h e r e f o r e ,
in r e l a t i o n to p r i m a r y
schools and
in a few y e a r s ' time w i l l start to d i m i n i s h in r e l a t i o n to secondary
schools.
S u c h e a s i n g of the pressure
a favourable
o p p o r t u n i t y to catch u p on the r e p l a c e m e n t
of unsatisfactory
36.
those required
substantial c a p i t a l r e s o u r c e s
to meet basic needs have b e e n d e v o t e d to secondary
in rural
and early 1 9 6 0 s ,
and continued w i t h the p r o v i s i o n of b e t t e r
number of new permanent
is now equivalent
of a l l age
a r e a s , and then in u r b a n a r e a s , in the 1 9 5 0 s
accommodation for science
teaching and m o r e
general improvements.
secondary s c h o o l p l a c e s p r o v i d e d
to about
75/Q of the s e c o n d a r y
only about 5 $ of w h i c h is h o u s e d in 1 9 t h
37.
or improvement
over and above
T h i s process b e g a n w i t h the r e o r g a n i s a t i o n
schools, first
affords
school buildings.
Over a long period,
education.
of i n c r e a s i n g numbers
century
school
since
The
19^5
population,
buildings.
In the p r i m a r y s c h o o l s , apart from the special programme f o r
educational p r i o r i t y areas in 1 9 6 8 - 7 0 ,
has done little more
the p r o v i s i o n of n e w p l a c e s
than k e e p pace w i t h the increase
and movement
the population, and m a n y old and u n s a t i s f a c t o r y p r i m a r y
-1 4 ­
schools
of
have
remained in u s e .
About
Victorian b u i l d i n g s .
20^0 of primary
school children a r e still in
T h e P l o w d e n Report argued c o n v i n c i n g l y
later education d e p e n d e d a great deal on the soundness
foundations
laid
in the p r i m a r y schools , and w o u l d
were starved of the r e s o u r c e s
background
that the Government
resources w i t h i n
To implement
in favour
By 1 9 7 6 - 7 7
primary'- schools were
of the
suffer if they
It w a s against
this
to b r i n g about a shift of
this policy substantial programmes
of the p r i m a r y
schools.
for the replacement
initiated from the y e a r 1 9 7 2 - 7 3 *
at current p r i c e s average more than £ 5 0 m i l l i o n a yeai
These programmes
good p r o g r e s s w i l l have been made w i t h the primary­
and the fall in primary
improvements p r o g r a m m e s ;
197^
promised
the education budget
of u n s a t i s f a c t o r y
38.
that they need.
that a l l
school numbers
from
until the end of the deca.de w i l l enable some old s c h o o l s to be
taken out of u s e .
This p r o g r e s s , and the continued
g r o w t h in
secondary school numbers a f t e r the r a i s i n g of the school leaving a g e ,
make it d e s i r a b l e
improvement
to devote
of the worst
some r e s o u r c e s
secondary
school b u i l d i n g s .
increased b y £ 1 0 m i l l i o n to £ 6 0 m i l l i o n .
the first
stages
programme
f o r England and W a l e s .
of a s u b s t a n t i a l l y r i s i n g secondary
buildings
or r e m o d e l l i n g
F o r this
These a d d i t i o n s w i l l
T h e s e r e s o u r c e s w i l l enable p r o g r e s s
replacement
school
purpose
to be resumed
on the
standard and lack specialist
needed for secondary e d u c a t i o n .
comprise
improvement
of the h a r d core of old s e c o n d a r y
that a r e w e l l b e l o w
or
for 1 9 7 5 - 7 6 and in 1 9 7 6 - 7 7 w i l l e a c h be
the school b u i l d i n g p r o g r a m m e s
39-
to the r e p l a c e m e n t
school
facilities
Old schools of this k i n d are to be
found in a l l parts of the country but p a r t i c u l a r l y
(outside
Greater
London) in d e c l i n i n g industrial areas in the M i d l a n d s , the N o r t h
and in W a l e s .
T h e systematic programme
n o w to be launched f o r their
improvement and r e p l a c e m e n t , w i l l not only improve
educational
facilities, but also make a c o n t r i b u t i o n to the G o v e r n m e n t ' s
policy
for the r e g i o n s .
'l0.
The a d d i t i o n of a s e c o n d a r y r e n e w a l programme
schools should pave the way for a more systematic
to the p r o b l e m
of r e n e w a l of school b u i l d i n g s .
to that for primary
long-term
approach
I n a g g r e g a t e the
nation's schools represent a v e r y large g e o g r a p h i c a l l y
capital p l a n t , provided at different
years or so.
before 1902
Most
of the oldest
times over the
school b u i l d i n g s
dispersed,
last
hundred
- those
provided
- are by any standards near the end of their u s e f u l
unless they h a v e been substantially
buildings also exhibit
serious d e f i c i e n c i e s .
have a steady programme
the accumulation
remodelled.
But some more
life
recent
The aim should be to
to k e e p the plant up to date and to prevent
of b a c k l o g s
of obsolete b u i l d i n g s .
needs to be very f l e x i b l e , not
Such a p o l i c y
only as between primary and
schools , but also to take account from y e a r to year
secondary
of v a r i a t i o n s
the level of demands for resources in other sectors and changes
economic situation.
But
it is easier to move towards
at a time w h e n basic needs are less clamant
any time since 1 9 ^ 5 .
in
in the
such a policy
than they have been at
The next decade w i l l be such a period.
Special S c h o o l s 41 .
Special schools for h a n d i c a p p e d
children, like
other
schools, have their' share of old and inadequate b u i l d i n g s and it is
that they should also have their share of the r e s o u r c e s
for replacement and r e n e w a l .
places for certain h a n d i c a p s
42.
The p r o v i s i o n of more
is at least
available special
the size of the s p e c i a l s c h o o l b u i l d i n g p r o g r a m m e .
The
Education
to provide
education,
then local e d u c a t i o n a u t h o r i t i e s have b e e n s u r v e y i n g the field
them.
children
of the e d u c a t i o n system as from 1 A p r i l 1971 -
their new r e s p o n s i b i l i t i e s
and a s s e s s i n g what
is n e e d e d to
Many of these c h i l d r e n are not at present
receiving
or homes in w h i c h they live.
Local
authorities are therefore m a k i n g plans f o r a number
Since
of
discharge
any
education and there is often a lack of suitable a c c o m m o d a t i o n
near the h o s p i t a l s
increasing
brought m e n t a l l y h a n d i c a p p e d
for whom there had p r e v i o u s l y been no obligation
within the scope
school
importance. of equal
There is an a d d i t i o n a l r e a s o n at the present time for
(Handicapped C h i l d r e n ) Act 1 9 7 0 ,
right in or
education
of new
special
/(3.
To h e l p meet
these needs the Government
are proposing a rapid
acceleration of the England
and W a l e s
from £11
to r e a c h £ 1 9 m i l l i o n by 1 9 7 6 - 7 7
million
in 1 9 7 2 - 7 3
special school building
£m
1972-73
11
1973-74
1974-75
12-J-
15
(starts)
1975-76
17-2-
programme
as f o l l o w s :
1976-77
19
I
f
ST9 a lilL
IP
1;
J
1
9 E2J
SCHOOLS
- RECURRENT
Costs Non-teaching
44.
EXPENDITURE
The salaries, superannuation, and National
Insurance
70^o of the total
cost of
running the s c h o o l s . " N o n - t e a c h i n g c o s t s " a s they a r e called
account
contributions
o f teachers account
for about
for the r e m a i n i n g 30% and amounted to £ 3 5 5 m i l l i o n in 1 9 7 1 - 7 2 .
About
one-half of the n o n - t e a c h i n g costs is directly
attributable
to the upkeep of grounds and b u i l d i n g s , and n e a r l y a f u r t h e r
quarter to the p a y of staff employed
for this p u r p o s e .
Expenditure
on textbooks, library b o o k s , school s t a t i o n e r y , and m a t e r i a l s
account for about o n e - e i g h t h of the n o n - t e a c h i n g costs;
equipment a n d other supplies a r e added this
educational
rises to about
45.
when
proportion
one-sixth.
T h e Government
do not control these items of e x p e n d i t u r e ,
and trends in n o n - t e a c h i n g costs result
by individual local
from m a n y separate
education a u t h o r i t i e s .
factors, h o w e v e r , i n f l u e n c e these t r e n d s :
in pupil n u m b e r s , improvements
decisions
A n u m b e r of g e n e r a l
f o r example,
changes
in s t a f f i n g s t a n d a r d s , which
enable
pupils to be taught a m o r e v a r i e d curriculum in smaller classes or
groups, and n e w l y p r o v i d e d school b u i l d i n g s which entail
standards
higher
o f lighting, h e a t i n g a n d g e n e r a l m a i n t e n a n c e of the
premises a n d
grounds.
In a d d i t i o n t h e r e is a tendency for
teaching equipment a n d m a t e r i a l s
sophisticated.
to b e c o m e more
elaborate a n d
A l l these factors tend to lead to a h i g h e r level of
Since 1 9 6 4 - 6 5
non-teaching costs.
these costs have b e e n
per h e a d , at a n annual compound r a t e of 2 . 8 $
rising,
in p r i m a r y schools and
and 3 . 2 ^ o in secondary s c h o o l s , o n a constant price b a s i s .
46.
I n recent years
expenditure
o n the s a l a r i e s a n d w a g e s of n o n - t e a c h i n g staff
on o t h e r components
to persist
there h a s been a g r e a t e r increase in
o f n o n - t e a c h i n g c o s t s , a n d this
f o r some y e a r s ahead.
trend is likely
E x p e n d i t u r e p e r h e a d on b o o k s ,
while v a r y i n g c o n s i d e r a b l y a m o n g a u t h o r i t i e s , h a s o n a v e r a g e
below what is recommended
as n e c e s s a r y
by the A s s o c i a t i o n of E d u c a t i o n
to achieve a good standard
of p r o v i s i o n .
Government b e l i e v e that local education a u t h o r i t i e s will
recognise the importance
than
been
Committees
The
generally
of an a d e q u a t e supply of books in schools
CONFIDENTIAL
and hope that, where this is n e c e s s a r y , they will a i m at
standards.
improving this aim, In t h e i r v i e w it should be p o s s i b l e to meet
and also to absorb the demands for h i g h e r expenditure g e n e r a t e d in the ways described a b o v e , w i t h i n a level of n o n - t e a c h i n g costs
on average continues to rise at yf, per a n n u m ,
secondary schools
together.
The Size of t h e T e a c h i n g
47-
taking p r i m a r y and Force S c h o o l staffing is m u c h the largest
expenditure.
which, single item of school
M o r e o v e r , the standard o f t h e e d u c a t i o n
provided
depends u l t i m a t e l y on there b e i n g an a d e q u a t e n u m b e r of teachers o f
of the right q u a l i t y .
the most
From b o t h points
of v i e w the subject
careful c o n s i d e r a t i o n by b o t h the D e p a r t m e n t a n d the
local education a u t h o r i t i e s .
The f o l l o w i n g paragraphs
staffing n e e d s of the s c h o o l s over the next
48.
In March 1971?
in full-time
1 0 , 0 0 0 q u a l i f i e d teachers
tained schools
and 3 5 4 , 0 0 0
In 1961
demands
ten y e a r s .
equivalent
t e r m s , there were
some
of pupils b e l o w the a g e of 5 in m a i n ­
(including u n d e r 2 , 0 0 0
in m a i n t a i n e d n u r s e r y
t e a c h i n g p u p i l s aged 5 and o v e r :
the n u m b e r of q u a l i f i e d teachers
third i n c r e a s e
examine the
schools)
a total of 3 6 4 , 0 0 0 .
was 2 7 6 , 0 0 0 .
This o n e ­
in the n u m b e r o f q u a l i f i e d t e a c h e r s has b e e n
accompanied by the v i r t u a l d i s a p p e a r a n c e
of t h e u n q u a l i f i e d and
thus r e p r e s e n t s a q u a l i t a t i v e , as well as a q u a n t i t a t i v e
improvement.
It has b e e n a m a j o r a c h i e v e m e n t b y the staffs of t h e t r a i n i n g
institutions, the 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 , the v o l u n t a r y b o d i e s
and m a n y o t h e r s .
The s t a t i s t i c s of the last
progress that h a s b e e n m a d e :
from 1961
teacher ratio improved from 2 5 - 3 : 1
ten years
to 1971
to 2 2 . 6 : 1 ,
show the
the n a t i o n a l p u p i l /
d e s p i t e an i n c r e a s e
of over a m i l l i o n in school r o l l s , and the p r o p o r t i o n of p r i m a r y
classes of over 4 0 r e g i s t e r e d pupils d e c l i n e d
This y e a r it is only
49-
to 3 - 3 / 0 .
2.5/0.
T h e p r o p o r t i o n o f o v e r s i z e classes
instrument
from 1 4 . 4 $
is, however, a crude
for measuring staffing standards.
not only on the n u m b e r o f teachers
of o t h e r f a c t o r s , not least
Class
size
depends
employed but also o n a n u m b e r
the f r e e d o m o f the h e a d s of schools
to deploy t h e i r t e a c h i n g staff as they see fit in the best
educational
i n t e r e s t s of the p u p i l s .
T h e p u p i l / t e a c h e r ratio is
now in m o r e common u s e a n d p r o v i d e s a simpler and m o r e
-19­
reliable
ffs
II
indicator of current
in improving them.
f
"J (j ia fix
i
s t a n d a r d s and a b e t t e r index of progress But it does not a l l o w for changes in the age distribution of the school p o p u l a t i o n .
For example, an increase, within a given total school p o p u l a t i o n ,
in the p r o p o r t i o n of older pupils w i t h t h e i r more f a v o u r a b l e
an improvement
standards.
necessitate s t a f f i n g ratio w o u l d
in the o v e r a l l ratio merely to r e t a i n the same T h e p r o j e c t i o n s o f p u p i l numbers
to 1981 i n fact show b o t h a n increase in total n u m b e r s and an increased
proportion
of older p u p i l s , and b o t h factoids w i l l have to be taken, into account . 50.
I n the y e a r s of worst s h o r t a g e , i n c r e a s i n g the n u m b e r of
teachers a n d e l i m i n a t i n g the largest
priority.
Now however
judgements
becoming p o s s i b l e b e t w e e n
in which extra r e s o u r c e s
classes was a n overriding­
of relative priorities are
improvements
in staffing a n d other ways
can be u s e d to benefit the s c h o o l s .
A l t h o u g h there is n o conclusive
evidence yet on the educational
effects of class
size, the G o v e r n m e n t
by the judgement
of e x p e r i e n c e d
think it right
to be guided
teachers and educationists
that a
further r e d u c t i o n in the average size of classes w o u l d b e
justified
on b o t h e d u c a t i o n a l a n d social g r o u n d s .
intend
that s t a f f i n g s t a n d a r d s g e n e r a l l y
gressively:
should continue to improve p r o ­
7
it is onli " the rate of progress w h i c h must b e decided,
in r e l a t i o n to the pursuit
51.
They a c c o r d i n g l y
of o t h e r
The Government believe
that
objectives.
the local education a u t h o r i t i e s ,
as the e m p l o y e r s , share this w i s h to see not m e r e l y a m a i n t e n a n c e
of real standards but a c o n t i n u i n g
present
steady improvement
decade a n d p r o b a b l y b e y o n d ;
broad p o l i c y o b j e c t i v e
during the
and that they will welcome a
of s e c u r i n g b y 1981
a teaching force
above the n u m b e r n e e d e d to m a i n t a i n the staffing s t a n d a r d s
in 1 9 7 1 .
To
reached
a c h i e v e this f o r the 1981 numbers will r e q u i r e an
increase o f about
110,000
a n d a total of about 4 6 5 , 0 0 0
teachers f o r p u p i l s a g e d 5 and o v e r b y that
52.
10$
In addition, upwards of 2 5 , 0 0 0
qualified
date.
teachers m a y b e n e e d e d b y 1 981
to staff the expanded p r o v i s i o n f o r children u n d e r five,
in S e c t i o n 3 ;
a n d Sections
another 2 0 , 0 0 0
to carry out the G o v e r n m e n t s
described
7 and 8 b e l o w will indicate the n e e d for
-20­
p o l i c y f o r implementing
the James Report
recommendations
induction of n e w t e a c h e r s .
requirements
Thus
on in-service t r a i n i n g and the
the Government
w h i c h t h e y p r o p o s e for a d o p t i o n as a b a s i s
planning- b y all c o n c e r n e d , f o r some 5 1 0 , 0 0 0
qualified s c h o o l teachers
1981.
see a b r o a d
to be employed
(full-time
T h e figures q u o t e d on this and the p r e v i o u s
must be subject
jections
account
to the u n a v o i d a b l e xuicertainties
of this kind;
the recent
paragraph
inherent
in p a r t i c u l a r t h e y do not take
in p r o ­
into
signs of a f a l l i n g u i r t h r a t e , the implications
The implications
are c o n s i d e r e d later
in the context
by
ratio of about
which fox- e d u c a t i o n in the l o n g e r term r e q u i r e f u r t h e r
53.
equivalent)
in m a i n t a i n e d schools
This would represent an overall p u p i l / t e a c h e r
18-1:1.
for
of the G o v e r n m e n t ' s
of the James Committee,
study.
of these figures for the colleges of
(Section 1 7 ) .
But first t h e y must b e
decisions
on the
education
placed
recommendations
set out in the f o l l o w i n g S e c t i o n s , and
Government p o l i c y for h i g h e r education
21 ­
generally.
of
of
TTTI^JAMBS
K/J
REPORT
T h e last metjor changes i n t e a c h e r training followed the
publication of the M c N a i r Report' i n 1 9 4 4 .
however, the colleges and d e p a r t m e n t s
Over the last d e c a d e ,
of education h a v e faced
three
great challenges: the e x t e n s i o n of teacher training courses to a
minimum of three y e a r s ; a rapidly r i s i n g school p o p u l a t i o n ; and the
need for a rapid improvement
i n schools
presence i n these i n s t i t u t i o n s
staffing s t a n d a r d s .
of n e a r l y 1 2 0 , 0 0 0
students
training compared w i t h fewer than 4 0 , 0 0 0 i n 1 9 6 1 - 6 2
successfully they h a v e
55
The
on i n i t i a l
shows h o w
responded.
T h e e a r l i e r need for the quickest p o s s i b l e e x p a n s i o n h a s
recently eased, so that i n the last two to three y e a r s
has turned to the content, s t r u c t u r e
In 1969
a
Select Committee
attention
and o r g a n i s a t i o n of t r a i n i n g .
of the House of Commons
began a major
study of these q u e s t i o n s ^ and in F e b r u a r y 1 9 7 0 the A r e a T r a i n i n g
Organisations were asked
to make a t h o r o u g h review of their o w n
courses and p r o c e d u r e s .
T o w a r d s the end of the same y e a r the n e w
Government
appointed
a s t r o n g Committee
of Inquiry into T e a c h e r
Education and T r a i n i n g under- the chairmanship
With the Select C o m m i t t e e ' s
evidence
of Lord J a m e s of R u s h o l m e ,
available to t h e m and the ATO
reviews already u n d e r w a y , Lord J a m e s ' Committee h a d massive
on which to w o r k .
T h e i r report w a s completed w i t h i n a y e a r and
published in J a n u a r y
56
1972-5.
T h e s i x objectives
universal acclaim.
of in-service
at w h i c h the C o m m i t t e e
aimed h a v e
T h e s e are they: a large and systematic
training; a p l a n n e d reinforcement
3
of a n
open-ended
loss of emphasis
on the
of p r o f e s s i o n a l s k i l l s ; the improved t r a i n i n g of further
education t e a c h e r s ; the w h o l e - h e a r t e d
1
2
expansion
achievement
all-graduate profession b y m e a n s of a more f l e x i b l e ,
and challenging pattern of c o u r s e s , without
received
of the process of
induction in the first y e a r i n school; p r o g r e s s i v e
development
data
a c c e p t a n c e of the colleges of
T e a c h e r s and Y o u t h L o a d e r s . H M S 0 . 1 9 4 4
Select C o m m i t t e e on E d u c a t i o n and S c i e n c e . S e s s i o n
V o l s I-V
T e a c h e r E d u c a t i o n and T r a i n i n g .
HMS0. 1972
1969-70.
.j
£%
1f% fSMI - t.Hqp t;a
A En
ftS R R a
I" n [til - ! 1
,W: Li -i /. ; f;
-1
^
m h u ;./iajB-vl a
t
l;£^&
education i n t o the family of higher e d u c a t i o n i n s t i t u t i o n s ; and improved a r r a n g e m e n t s
for the
control and c o - o r d i n a t i o n
teacher of
training and s u p p l y , b o t h n a t i o n a l l y and r e g i o n a l l y , to ensure
the many p a r t i e s
in this concerted
and fair c o n t r i b u t i o n
57
enterprise
to the achievement
the formidable
of the o v e r a l l
and p r o f e s s i o n a l l y ,
social and m o r a l
to the h i g h e s t
to guide e a c h
generation
of our c u l t u r e , to q u i c k e n
so that
their
abilities
develop
e a c h m a y be enabled
to make
c o n t r i b u t i o n to the h e a l t h , w e a l t h and h a r m o n y
of
society.
T h e S e c r e t a r y of S t a t e h a s discussed
recommendations
concerned.
well
confidently
standard of w h i c h each is c a p a b l e , and to
his or h e r m a x i m u m
It
the
Committee's
f u l l y and c o n s t r u c t i v e l y w i t h all the main b o d i e s
is clear that
are widely s u p p o r t e d .
the six-fold o b j e c t i v e s
outlined
should be a c h i e v e d have p r o v e d m o r e
that some of
Secretary of S t a t e ' s discussions could not have h o p e d
over so wdde a r a n g e
they h a v e e s t a b l i s h e d
a large m e a s u r e
of common
main p a r t n e r s : t e a c h e r s themselves
further e d u c a t i o n or in t r a i n i n g
to
The
achieve
agreement
for
of teachers w i t h the
on the best
Governments
and
institutions
concerned w i t h training, and,the local e d u c a t i o n a u t h o r i t i e s
voluntary b o d i e s .
that
sharing
- whether w o r k i n g in schools
the p r o f e s s i o n - the
but
t
The Government believe
the decisions w h i c h f o l l o w form an acceptable b a s i s
the p r e p a r a t i o n
them
of i n t e r - l o c k i n g p r o b l e m s
way of a c h i e v i n g the six m a i n o b j e c t i v e s .
responsibility for
But
controversial.
T h e debate w h i c h followed has b e e n of great v a l u e .
complete u n a n i m i t y
above
T h e y are f u l l y accepted b y the G o v e r n m e n t .
the methods b y w h i c h the J a m e s Committee p r o p o s e d
59
goal, a w a r e n e s s , to enhance their i n t e l l e c t u r a l
their p r a c t i c a l and h u m a n skills
a democratic
to sustain
task to w h i c h they are called:
of children into a full a p p r e c i a t i o n
58
can e a c h make a full T h i s goal is n o less than b u i l d i n g a b o d y of teachers
prepared, a c a d e m i c a l l y
that
and
TRAINING Ij^MSRYICE
60.
The James Committee
considered it essential
adequabe o p p o r t u n i t i e s fox- the continued
of all teachers
at
intervals
throughout
that there be
education and
their c a r e e r s .
therefore their leading and most w i d e l y endorsed
equivalent
force b e i n g absent
61 .
The G o v e r n m e n t
recommendation,
T h e y estimated
in-service
that
actual
of the
from schools at any one
increase in present
propose to give effect
in the firm b e l i e f that
to the
recommendation w i l l n e e d
to achieve
to be r e l e a s e d .
The
over a p e r i o d
larger n u m b e r s
of
as
teachers
T h e r a i s i n g of the s c h o o l l e a v i n g age w i l l put
1
staffing standards u n d e r temporary s t r a i n , but
is that a s u b s t a n t i a l
expansion of in-service
the G o v e r n m e n t s
t r a i n i n g should
in the s c h o o l y e a r 1 9 7 4 - 7 5 and should t h e r e a f t e r c o n t i n u e
sively so as to r e a c h the target
62.
in h i s
professional
of m a k i n g an express
of contract b e t w e e n a teacher and his
account
exposed
entitlement
It w o u l d
a matter
be
to determine p r i o r i t i e s for r e l e a s e , to c o n s i d e r what
should be taken of service b e f o r e the i n t r o d u c t i o n
a r r a n g e m e n t s , and to p r e s e r v e
attend courses
63.
employer.
of
The G o v e r n m e n t ' s
consultations w i t h those most c l o s e l y concerned h a v e also
necessary
progres-'
concern w i t h the current needs
particular- schools and of the p u p i l s in them.
the practical difficulties
begin
is the problem of s t r i k i n g a
balance b e t w e e n the teacher's p e r s o n a l interest
and the employer's
aim
of 3?o release by 1981 .
U n d e r l y i n g any such programme
development
an
order is a n e c e s s a r y
to be i m p l e m e n t e d
in the t e a c h i n g force permit
time;
Committee's
in the future quality of the t e a c h i n g force .
investment
teaching
provision.
expenditure
expansion of in-service t r a i n i n g of this
increases
in 3 $
would result
on secondment
this involves a f o u r f o l d
was
to one term in every seven years
of service in the first i n s t a n c e .
take-up of such an entitlement
It
recommendation
that all t e a c h e r s should be entitled to r e l e a s e for
training for p e r i o d s
training
opportunities
of more than three m o n t h s
Once the programme
is u n d e r w a y ,
be best f o r the t e a c h e r s ' a s s o c i a t i o n s
-2k-
of the
f o r some teachers
to
in d u r a t i o n .
the G o v e r n m e n t
b e l i e v e it m a y
and local a u t h o r i t i e s
CONFIDENTIAL
to
negotiate an agreed basis for the release of teachers for
training.
in-service
In the meantime the Government w i l l l o o k for vigorous preparation for the expansion to c o m e . a a 15*4 a Ps a
1? U L
I.
.',
e-i
TgDUCTION OF T E A C H E R S 64.
The:re is n o m a j o r p r o f e s s i o n to which a new entrant,
thorough his i n i t i a l
training, can be expected
a full c o n t r i b u t i o n .
Committee
T h e Government
professional
programme
"probation"
introduces the further, t h o u g h
idea that the p e r i o d
when successfully
be of
guided experience, and i briber study.
what follows this p r o c e s s is d e s c r i b e d , for b r e v i t y , as
The word
James n e e d s , and should
to profit from, a systematic
initiation,
to make immediately
share the view of the
that a t e a c h e r on first employment
released p a r t - t i m e
however of induction is also one
In
5
"induction' .
subordinate, of a s s e s s m e n t ,
completed, makes the teacher a full m e m b e r
which of the profession. 65.
The G o v e r n m e n t
intend
continue, as one aspect
that the element
of assessment
of the f u n c t i o n of p r o f e s s i o n a l
in p a r a g r a p h 9 2 below, and that
which is d e s c r i b e d
periods of p r o b a t i o n w i l l r e m a i n unchanged.
have successfully
"registered
66.
the
will
recognition
existing
In f u t u r e , teachers
completed p r o b a t i o n will be d e s c r i b e d
who
as
teachers".
There has b e e n w i d e s p r e a d
the induction of p r o b a t i o n a r y
support for the Committee's
teachers needs p o w e r f u l
view
reinforcement.
Serious doubts h a v e b e e n expressed, h o w e v e r , about
the status
for the "licensed
of the award
t e a c h e r " and about
the deferment
that
proposed
of the
BA(Ed) degree u n t i l a f t e r the completion of a y e a r ' s t e a c h i n g .
The
Government do not
in
support
the alternative p r o p o s a l s put forward
some q u a r t e r s , u n d e r w h i c h " l i c e n t i a t e s " w o u l d be r e g a r d e d as
as supernumerary
67.
teachers
The G o v e r n m e n t
training must
initial
professional
substantially more than the m i n i m u m
in the schools suggested
their t r a i n i n g s t u d e n t s
to be a c c e p t a b l e ,
teachers.
c o n s i d e r that a teacher's
include
practical e x p e r i e n c e
or as half-time
on t a k i n g their first employment
though still subject
-26­
of four w e e k s
in the R e p o r t .
should have b e e n g i v e n sufficient
as teachers w h o are q u a l i f i e d
students,
in the
to
During
experience
schools,
probation.
58.
This must be accompanied by two p r o v i s o s .
for their period
of p r o b a t i o n
is that The first
receive (normally a y e a r ) they should
both the kind of h e l p and support needed to make the induction process
more effective and less d a u n t i n g than it has often been in the past. The second, is that they must be released
of their time for in-service
time probationer
a somewhat
training.
for not less than
F o r the remainder of their with teachers w o u l d be s e r v i n g in the s c h o o l s , but
lightened
time-table, so that a l t o g e t h e r
expected to undertake
three-quarters
be they might
of a full teaching load.
Government's plans for the growth of the teaching force assume
local education authorities w i l l engage
needed to make this p o s s i b l e .
one-fifth
the a d d i t i o n a l
The G o v e r n m e n t
The
that
teachers
share the
Committee's
wish to see the teaching profession itself p l a y i n g a m a j o r role in the induction p r o c e s s .
They agree that p r o f e s s i o n a l tutors w i l l need
be designated and trained for this p u r p o s e and
to
that a n e t w o r k of professional centres should be e s t a b l i s h e d , b a s e d p r i n c i p a l l y
on
existing t r a i n i n g institutions and t e a c h e r s ' centres. 69.
The Report drew a t t e n t i o n to the p r a c t i c a l difficulties
the schools and local e d u c a t i o n a u t h o r i t i e s w o u l d f a c e .
many schools are heavily dependent
it has been necessary to appoint
experienced
teachers.
newly-qualified
on p r o b a t i o n e r s .
At
present
In some
them to posts which would
F o r the f u t u r e , as teacher supply
consultations
improves,
teachers w i l l form a d i m i n i s h i n g p r o p o r t i o n of the
that they fully accept
the prime responsibility
teachers are appointed to
first posts and are given the supportive
The raising
about
The local e d u c a t i o n a u t h o r i t i e s have shown in the
ensuring that n e w l y qualified
70.
areas
tax even
teaching force and it w i l l be possible to be more selective
their p o s t i n g s .
which
suitable
advice and guidance
of the school l e a v i n g age and local
induction.
Meanwhile
there is much
The Government are proposing to the local a u t h o r i t y
that the p l a n n i n g of pilot
they
start
to be d o n e .
associations
schemes should be started in 1 9 7 2 - 7 3
four areas not h e a v i l y affected by local government
to study the p r a c t i c a l p r o b l e m s .
the t r a i n i n g of p r o f e s s i o n a l
It is h o p e d
that
need.
government
reorganisation w i l l preclude for two or three years a general
on plans for improved
for
in
reorganisation,
in the pilot
tutors can start during the
school
areas
-.,\
IP
LU Li
year
1973-74.
At the same
time, other local education
authorities
will no doubt w i s h to make a b e g i n n i n g w i t h improvements
induction p r o c e s s as fast as their r e s o u r c e s a l l o w .
to introduce a n a t i o n a l scheme
71 .
induction p r o c e s s h a v e a number
in i n - s e r v i c e
of f e a t u r e s
T h e a i m is
1975-76.
in the s c h o o l y e a r
These positive improvements
in the
t r a i n i n g and the
in common.
Together
they give rise to a s u b s t a n t i a l demand f o r extra teachers, and both
will require
the d e s i g n a t i o n of p r o f e s s i o n a l tutors and place new
responsibilities
on the s c h o o l s .
In b o t h c o n t e x t s , local
authorities w i l l w i s h to strengthen their advisory
facilities.
T h i s can be a c h i e v e d
existing resources
staff a n d
in part b y the redeployment
in colleges of e d u c a t i o n and elsewhere.
both raise b r o a d e r issues of r e g i o n a l
which are d i s c u s s e d
in Section 11
72.
of the cost
The m a j o r part
education
of
Finally,
o r g a n i s a t i o n and a d m i n i s t r a t i o n
below.
of p u t t i n g into effect
1
the Government s
new strategy for teacher training w i l l result from these t w o n e w
departures.
T h e y w i l l require about
2 0 , 0 0 0 more
teachers b y 1981
r
than w ould otherwise be n e e d e d and a r e likely to cost
£^5 m i l l i o n a n n u a l l y by that
time, at 1 9 7 2
prices.
about
73.
The Government
propose
to w o r k towards the a c h i e v e m e n t
graduate teaching- p r o f e s s i o n as the u l t i m a t e aim.
recommended
that
of a
The James
Committee
this aim be secured by a w a r d i n g intending teachers a
now unclassified
"professional d e g r e e " , the B A ( E d ) , after the3
successfully completed not
less than two years of p e r s o n a l
r
had
higher
education and a f u r t h e r two years of p r o f e s s i o n a l training, the second
year of w h i c h w o u l d be in employment
that a new a w a r d i n g body
74.
in the schools.
They
should v a l i d a t e the d e g r e e .
The G o v e r n m e n t have received m a n y representations
proposals.
about
teacher training from the rest
They also share
the w i d e s p r e a d doubts
of a degree
composed
of h i g h e r
education.
that have been expressed
of three elements for w h i c h
might be no common standard or common responsibility;
like to see the e x i s t i n g B.Ed., to the development
Finally, c o n s u l t a t i o n s have
for concurrent
were engaged on their
they
much
stage.
that there is now g r e a t e r
themselves
than there appeared
to be w h e n the
a substantial measure
of agreement
support
to
Committee
task.
During consultations
in favour
there
of w h i c h
c o u r s e s for those w i s h i n g to commit
teaching at an e a r l y stage
emerged
indicated
about
n o r would
careful thought h a s b e e n given, confined to the in-service
75-
these
T h e y a g r e e w i t h the view that a new a w a r d i n g body would
tend to divorce
the value
proposed
of a n alternative d e v e l o p m e n t .
closely concerned w i t h the content
has
Many of those most
of training w o u l d like
the
opportunity to c o n s t r u c t , and to see introduced as soon as p o s s i b l e ,
new three-year c o u r s e s incorporating e d u c a t i o n a l
studies wdiich are
designed that they w i l l lead both to the award of a B.Ed.
degree,
and to q u a l i f i e d
Ordinary
status.
The degree w o u l d normally be a n
so
B.Ed degree w i t h the assumption that a p r o p o r t i o n of students who
attain a s u f f i c i e n t l y h i g h standard in the three-y ear course
if they wished,
degree.
couj-d,
continue f o r a f o u r t h y e a r to take an H o n o u r s
B.Ed.
T h e n o r m a l entry requirement w o u l d be the same as for
universities and the academic
existing d e g r e e
courses.
content no less rigorous than that
The length of the college
of education
of
year
would also permit
practical experience
in a three-year c o u r s e .
support the p r o m o t i o n
76.
15 weeks
the inclusion of at least
The Government
of such a
The Government
strongly
development.
think it is important
be subject to v a l i d a t i o n
supervised
that this n e w degree
by the existing awarding b o d i e s .
They
welcome the d e c l a r a t i o n by the Council for National Academic
of its w i l l i n g n e s s
to p a r t i c i p a t e
in such v a l i d a t i o n ,
that u n i v e r s i t i e s w i l l be receptive
put to them by a college
77.
it w i l l be for
courses to ensure
requirements.
to any request
should
Awards
and they h o p e
to do so that
of e d u c a t i o n .
the colleges p l a n n i n g these new t h r e e - y e a r
that
B.Ed
r
the3 meet both the academic and the professional,
On the one hand an i n t e n d i n g teacher must a c q u i r e , as
well as the n e c e s s a r y k n o w l e d g e
and the capacity to a p p l y it,
attitude to l e a r n i n g w h i c h w i l l sustain h i m throughout his
and enable h i m to profit by subsequent
in-service
that
career
training.
On the
other hand he must be a d e q u a t e l y equipped for the p r o f e s s i o n a l
that await h i m in the s c h o o l s .
will depend
The b a l a n c e between these
on the p a r t i c u l a r t e a c h i n g objectives
the timing of the studies w h i c h contribute
by the extent
to w h i c h the student
he enters c o l l e g e .
to cater not
The Government
only for the committed
who w i s h e s to k e e p his options
but later changes h i s mind.
by the a r r a n g e m e n t s
student but also for the
proposed
desire
student
on teacher
training
to a c h i e v e
in their R e p o r t .
the G o v e r n m e n t ' s p r o p o s a l s
of two-year courses
The Government have b e e n
that it w i l l be p o s s i b l e
these courses w e r e constructed
to devise
assured
three-year
in such a w a y that the first two y e a r s
(Dip H E ) .
on a unit basis they w o u l d
of content and timing sufficient
and un-committed
for
of h i g h e r e d u c a t i o n in a w i d e r
of study could lead to a D i p l o m a of H i g h e r E d u c a t i o n
both committed
determined
for a D i p l o m a in H i g h e r E d u c a t i o n , d e s i g n e d in a
B.Ed. c o u r s e s , w h e r e required,
flexibility
and
to t e a c h i n g w h e n
open or w h o embarks
context and w i t h a w i d e r p u r p o s e .
by those c o n c e r n e d
of the student,
share the James Committee's
T h i s the Committee
Section 13 b e l o w sets out
introducing a range
tasks
requirements
to them w i l l be
is committed
teacher t r a i n i n g context and described
78.
is
students.
-30­
to meet
If
offer
the n e e d s
cf
Vsl C$ ii
Era ii 'J
S
- u
g ii4 [4x
At present about kO% of entrants
to colleges
of e d u c a t i o n
have the e n t r a n c e q u a l i f i c a t i o n of two or more A levels proposed
both B.Ed and D i p HE c o u r s e s .
There w o u l d not in the short
enough applicants with this q u a l i f i c a t i o n
needs, and a policy of w h o l e s a l e
standing of the new d e g r e e .
exemptions would u n d e r m i n e
so long as the needs of the schools
should continue
to be provided.
80.
supply
the
consider therefore
require
it, certificate
Exceptional
enabled to transfer from certificate
an appropriate
term be
to moot all teacher
The G o v e r n m e n t
courses
students
for
that,
courses
should be
to B.Ed. courses at
stage.
The c o n t r i b u t i o n to t e a c h i n g of mature
valued. entrants is w i d e l y
The new B.Ed. courses should be a c c e s s i b l e
to those mature
students
who can show their ability to benefit from a course of study at
that a level even though they do not h a v e the f o r m a l minimum
qualification.
Shortened courses
entrance
should, however, of t e a c h e r training
continue to be p r o v i d e d for m a t u r e candidates who already hold high academic q u a l i f i c a t i o n s . 81 .
Growing numbers
of graduates are s e e k i n g entry
leading to a postgraduate
university d e p a r t m e n t s
certificate
or in colleges
referred to the p r o b l e m
to one-year
of e d u c a t i o n w h e t h e r
of e d u c a t i o n .
courses for the t e a c h e r s ' p r o f e s s i o n a l r e s p o n s i b i l i t i e s .
Government
recognise
that
to continue.
for p o s t g r a d u a t e
subjects
such need and that it is not confined
- nor to secondary
as in primary s c h o o l s , there is great
Committee
The
t r a i n i n g courses for such
But the need for g r a d u a t e s
teaching of specialised
in
the t e a c h i n g p r o f e s s i o n w i l l always
amen and w o m e n w i t h the highest a c a d e m i c q u a l i f i c a t i o n s
will be n e c e s s a r y
in T h e James
of p r o v i d i n g adequate p r e p a r a t i o n
courses
entrants to the schools w h e r e , scope for teachers w h o
have pursued a b r o a d e r course of u n d e r g r a d u a t e
study.
as competition f o r places
courses i n c r e a s e s , the training i n s t i t u t i o n s
in p o s t g r a d u a t e
should give p r e f e r e n c e
v
This suggests
training,
course. degree also likely to welcome p a r t i c u l a r l y applicants whose
studies have
included elements relevant
to their
including practical experience.
have a l r e a d y
introduced
education
professional A number
of
universities options at the u n d e r g r a d u a t e
and a few offer f o u r - y e a r s a n d w i c h courses
SilfiffillTIIL
to a p p l i c a n t s w h o have followed a b r o a d rather than a s p e c i a l i s e d u n d e r g r a d u a t e
Theare
that
in w h i c h one y e a r
stage,
of yjsa
t\7\
v-J
b\3 & ' Li W
gam
?i
JT£*
professional t e a c h e r t r a i n i n g is introduced w i t h i n the period
for a d e g r e e .
The Government w e l c o m e
such
developments. of
study p
tm m
E i m
"1T 111
Kit h u u li iis' 6
10.
TRAINING FOR FURTHER
82.
The G o v e r n m e n t
EDUCATION
accept
that a m u c h higher p r o p o r t i o n of those
teaching in f u r t h e r education
either before
oi- a f t e r taking up appointment
have opportunities
83.
should receive i n i t i a l
- and that they
­
should
for further training later in their c a r e e r s .
The James Committee
proposed
should have an in-service
teachers in schools
training
that teachers
training entitlement
in further
education
similar to that
and that those e n t e r i n g f u r t h e r
education
from
training should
in their first y e a r receive the same kind
as new teachers
in schools, i n c l u d i n g release for o n e - f i f t h of
time for further t r a i n i n g .
education e s t a b l i s h m e n t
They also recommended
should appoint
recognised the p r a c t i c a l problems
of all new e n t r a n t s
as a first step it
Initial
four colleges
difficulties
expansion.
tutor.
should be introduced
on a l i m i t e d
scale for
of e d u c a t i o n
traditional
(technical).
- u s u a l l y pre-service
of attendance by mature
N e w l y appointed
to which they have
The
students
seem likely to
of two terms of
of supervised practice
been appointed.
inhibit
in the
colleges
This m e t h o d has certain
can be difficult
colleges as e x t r a - m u r a l
centres
While more
impose greater d e m a n d s
courses provided
and
in t h e i r o\m
of the c o l l e g e s of
convenient
proven
co-ordination
strengthening.
only a m i n o r i t y
of teachers
education is covered b y these a r r a n g e m e n t s .
training on a category
or practicable
of teachers
education
courses
concerned.
recruited
to
further
T h e Government
see initial t r a i n i n g become m o r e w i d e s p r e a d but
it would be d e s i r a b l e
been
or nearbjr
for the s t u d e n t s , these
on the training staff
to
training
of further e d u c a t i o n teachers have more recently
able to attend p a r t - t i m e
mainly the 1 6 - 1 9
the
- is e f f e c t i v e , but
between the t r a i n i n g and teaching p r a c t i c e elements n e e d s
At present
those
teachers are sent b y some authorities
advantages but, again, attendance
A growing n u m b e r
that
age group.
in three w a y s by
inter-leaved w i t h two terms
85.
training
to further e d u c a t i o n teaching and siiggested
attend a sandwich course c o n s i s t i n g
(technical).
They
t r a i n i n g is currently provided
full-time course
their
further
of i n t r o d u c i n g c o m p u l s o r y
intending to t e a c h m a i n l y the 1 6 - 1 9
8k.
of support
that every
a professional
of
to impose
they doubt
compulsory
w i s h to
whether
initial
(such as those i n t e n d i n g to
age g r o u p ) w h i c h - could
not be
33­
easily defined
teach
in advance.
ill new teachers need a systematic
r their c o l l e g e s ;
for those e n t e r i n g without
U c h i n g experience
litre-auction
to
Iyer the f i r s t
introduction
The Government
ducat i o n authorities and others
r a i n i n g requirement
their role in the work
formal
training o r
this should be accompanied by a carefully
teaching b o t h at the b e g i n n i n g
year.
to
concerned w h e t h e r and,
to further e d u c a t i o n ; and to what extent
or t e a c h e r s
further education t o
have in-service
and
spread
local
if so, h o w soon a
along these lines should be i n t r o d u c e d
ewly a p p o i n t e d
in
planned
of their service
proposes to discuss w i t h
substantial
for
the
training
teachers
opportunities
should
be
Improved.
16,
The Government
do not c o n s i d e r that the required e x p a n s i o n
[e based on the four existing colleges
of education
hey see a clear need b o t h to e n c o u r a g e
ther further education institutions
Ind
to give greater emphasis
raining.
(technical) a l o n e ;
the p o l y t e c h n i c s
and p e r h a p s
to share in the t r a i n i n g
to regional
These issues will be p u r s u e d
considerations
in
-34­
iiUFIIEKTIIL
process
planning
in c o n s u l t a t i o n w i t h
oncerned.
could
those
some
87.
Regional responsibility for
the c o - o r d i n a t i o n ana
supervision
of teacher training h a s , since the w a r , rested without m a j o r
with 20 A r e a T r a i n i n g
Organisations
(ATOs),
on -which u n i v e r s i t i e s ,
colleges of e d u c a t i o n , local e d u c a t i o n authorities
profession are
88.
should be replaced and all
their present
caused w i d e m i s g i v i n g s w h i c h the Government
It is important
to be d i s c h a r g e d
90.
to d i s t i n g u i s h
in relation to
that
these
functions
share.
the m a i n f u n c t i o n s
teacher training.
In
that
need
the
academic
validation,
r e c o g n i t i o n , c o - o r d i n a t i o n , and h i g h e r e d u c a t i o n
Academic v a l i d a t i o n is h e r e taken to mean d e t e r m i n i n g
the conditions
of entry to and
the structure
school and o t h e r practical e x p e r i e n c e ,
syllabuses and
the standard
academic b o d i e s
- the senates
of polytechnics and colleges
National A c a d e m i c A w a r d s
The Government
arequired,
or d e g r e e .
view this f u n c t i o n should remain
of c o u r s e s ,
In the
the r e s p o n s i b i l i t y
of u n i v e r s i t i e s ,
of e d u c a t i o n and
supply.
whether
including
the content and level
of a c h i e v e m e n t
award of a c e r t i f i c a t e , diploma
91.
teaching
the u n i v e r s i t i e s ha.s
G o v e r n m e n t s v i e w these concern, r e s p e c t i v e l y :
professional
the
of the James Committee
assumed b y n e w b o d i e s v i r t u a l l y divorced from
89.
and
represented.
The r a d i c a l recommendation
organisations
change
of
justify
the
1
Government s
of
existing
the academic
the C o u n c i l
boards
for
(CNAA).
expect, h o w e v e r ,
that
these b o d i e s
will
continue and, indeed, develop the a r r a n g e m e n t s b y -which the
teaching p r o f e s s i o n and the local e d u c a t i o n a u t h o r i t i e s
associated
closely w i t h their w o r k .
Some c o l l e g e s , singly
jointly w i t h others as at p r e s e n t , m a y seek academic
a university,
92.
others from the
The f u n c t i o n
are
awards
or
from
CNAA.
of p r o f e s s i o n a l r e c o g n i t i o n is to d e t e r m i n e ,
firstly, w h e t h e r the p r o f e s s i o n a l content, structure
of courses are s u c h as to w a r r a n t
the acceptance
teachers of students who complete
them s a t i s f a c t o r i l y ;
-35­
as
and
standards
qualified
secondly,
I f TJH
iMtf"
J" ;vi
Vjy
' i y UM
ii uHu
iix*tei
11 J.;
whether candidates for a d m i s s i o n
other than academic
grounds;
be judged to have completed
;/./.
U " u' Ins
to the p r o f e s s i o n arc acceptable
their probation s a t i s f a c t o r i l y and fco The Government
think it right
in the teaching profession, as in others, members
should have a m a j o r , though not
and departments
93.
The
regard as they
Future arrangements
should
third f u n c t i o n includes
reflect
the promotion, co:-ordination and
training, a n improved
and the p r o f e s s i o n a l centres related to b o t h ;
teaching p r a c t i c e ;
and of the d i s t r i b u t i o n
system of
induction,
of the a l l o c a t i o n
of teacher
courses, i n number and kind, b e t w e e n higher education
institutions.
T h e G o v e r n m e n t recognise
institutions.
the
arrangements
sector;
this is d i s c u s s e d
education
that improved
are required for planning and co-ordination in the
In the in meantime r e s p o n s i b i l i t y for this function., b o t h g e n e r a l l y and
It is in respect
is required.
Effective
to rest w h e r e it does
of the third function
share the v i e w of the James Committee
that
the
the training
their staff, a n d the teaching p r o f e s s i o n .
propose that a f t e r f u r t h e r consultation
machinery
co-operation
institutions
T h e Government
and
therefore
the Secretary of State
establish, in place
of the existing univearsity-based A T O s , n e w
regional committees
to co-ordinate
teachers, composed
sets of i n t e r e s t s .
the. e d u c a t i o n and training
in such a. w a y as p r o p e r l y to reflect
. These
financial r e s p o n s i b i l i t y
these
committees will not have executive
for the services they c o - o r d i n a t e ;
will remain w i t h the local education authorities
-36f$ fffe W tf ','\ W& B*
*
HfflR
and
now. Government,
that n e w r e g i o n a l
c o - o r d i n a t i o n needs the close
of the local e d u c a t i o n a u t h o r i t i e s ,
non-university further in Section 18 below.
relation to teacher t r a i n i n g , w i l l continue
of
training
By the f o u r t h f u n c t i o n , higher e d u c a t i o n supply, is meant
development, f i n a n c i a l support and control of h i g h e r
95.
than
principle. supervision of in-service
S)k.
colleges of the teaching p r o f e s s i o n no less
those who woxic in s c h o o l s .
this general
5
discharge teachers in
of e d u c a t i o n should be r e g a r d e d
that
profession of the
exclusive, role i n the
and that in this context
themselves, as members
may and thirdly, w h e t h e r n e w entrants
be eligible for r e g i s t r a t i o n .
of this function;
on
the
should
of
three
or
this
training
agencies w h o w i l l need
to include
provision f o r in-service
in their estimates
training.
The a d m i n i s t r a t i v e
of the committees w i l l be met by direct grant from
96.
The d e m a r c a t i o n of suitable
the
Department. presents
serious d i f f i c u l t i e s w h i c h cannot be- r e s o l v e d u n t i l firmer
Meanwhile
the S c c r e t a i y
to discharge
in-service
97-
of State hopes
that
above
decisions
- supply.
the A T O s w i l l
their existing r e s p o n s i b i l i t i e s
costs
r e g i o n s for this purpose
can be reached on the fourth f u n c t i o n i d e n t i f i e d
suitable
continue
for b o t h i n i t i a l
and
training.
There remains
the q u e s t i o n b y w h a t m a c h i n e r y the S e c r e t a r y
State can best o b t a i n the advice
providing b o d i e s , the
teaching
themselves, on the discharge
teacher supply and
recommendation
training.
other of the l o c a l authorities a n d
p r o f e s s i o n and
the
institutions
of h e r c e n t r a l r e s p o n s i b i l i t i e s
The G o v e r n m e n t
on this matter of the W o r k i n g
accept
the
Party which
of
for
reported
1
in 1 9 7 0
and
the S e c r e t a r y of State has
it in mind
consultation to e s t a b l i s h an A d v i s o r y Committee
Training
98.
of T e a c h e r s b r o a d l y on the m o d e l
The G o v e r n m e n t
then
p r o f e s s i o n a l r e c o g n i t i o n functions
h o w e v e r , no a l t e r n a t i v e
recognition
continuing
the outcome
of any
on the S u p p l y
of the
Working
to c o n c e r n itself w i t h
inferred
to a b o v e .
to r e s p o n s i b i l i t y f o r
the
There is,
professional
to rest w i t h the S e c r e t a r y of State
further discussions
and
recommended.
a l s o agree, w i t h the report
Party that a separate b o d y is required
after
unless
j u s t i f i e s her in d e c i d i n g
to share this r e s p o n s i b i l i t y w i t h a T e a c h i n g Council set up on
the lines
recommended
in the r e p o r t .
h o w e v e r , that in the m e a n t i m e
The Government
are a n x i o u s ,
there s h o u l d be a r r a n g e m e n t s
A T e a c h i n g C o u n c i l for E n g l a n d and W a l e s .
HMSO
for
1970
advising
the S e c r e t a r y of State on the discharge
responsibilitj'' w h i c h would
recognise
the g e n e r a l principle
the profession should have a m a j o r but not
The Government
concerned
propose
to consult
exclusive
further w i t h the
- the t e a c h e r s , their employers and the
in w h i c h teachers are educated and trained
might best be
effected.
of this -38­
that
voice. interests institutions - as to how
this AFTER
99.
SCHOOL A N D
BEYOND
In the stage beyond
"advanced",
"higher",
the school, the expressions
"adult",
"tertiary"
and
education arc common currency but b y no means
100.
it comprises
"recurrent"
self-explanatory.
"Further education" derives from the Act
of 1 O-V-l .
the whole stage beyond secondary.
But
"further",
Strictly
it is most
of the mainly - but now far
from exclusively - v o c a t i o n - o r i e n t e d
i n s t i t u t i o n s , most
are maintained b y local e d u c a t i o n authorities : polytechnics' and
further e d u c a t i o n colleges including colleges
of art,
a main m e e t i n g ground between
business and the p r o f e s s i o n s
would like to see greatly
101.
the w o r l d
These
of education
and
provide
industry,
Government - a p a r t n e r s h i p w h i c h the
strengthened.
other commerce
and agriculture and, in some contexts, of education.
often
used to describe the activities
of w h i c h
The further e d u c a t i o n system h a s a v i t a l c o n t r i b u t i o n to make
in ensuring that
the country has a w o r k force c a p a b l e
all levels - the changing demands of industr3
Government are concerned
that
employers
r
of m e e t i n g - at
and c o m m e r c e .
should
increase
The
their
support for f u r t h e r e d u c a t i o n by m a k i n g full u s e of all its f a c i l i t i e s ,
particiilarly those
offered part-time
- not
only for employees
initial t r a i n i n g but for those over 1 8 in need
re-training.
In this context plans are far advanced
1
to the recommendations
of the
Ilaslegrave Committee
organisation of t e c h n i c i a n c o u r s e s .
education colleges
of f u r t h e r
qualifications
level or its e q u i v a l e n t s ;
of their p r o v i s i o n
is
this shared authorities. Report of the Committee
Inside the C o l l e g e s
courses
of them is to
2 for the D e p a r t m e n t . than GCE A d v a n c e d
is also the basis on w h i c h the cost
among local e d u c a t i o n
effect
A lively account
"Advanced" Courses are broadly those leading to
* a higher standard
and
on the
M u c h of the w o r k
be found in a recent b o o k published
0
to give
is also concerned w i t h full and p a r t - t i m e
for those who leave school at 1 6.
102.
of u p - d a t i n g
in
on T e c h n i c i a n Courses
of F u r t h e r E d u c a t i o n . HMSO
-39­
and E x a m i n a t i o n s HMSO. 1 9 6 9
1971
103-
In this paper the
term
"higher education"
is used
in the
same
3
sense as in the
R o b b i n s Report
work of u n i v e r s i t i e s ,
institutions
colleges
to cover the full and
part-time
of e d u c a t i o n and further
so far as the last are
concerned w i t h
education
"advanced"
courses. 1Ok.
"Adult
education" recalls first
and foremost
efforts of the W o r k e r s E d u c a t i o n A s s o c i a t i o n ,
boards and
the r e s i d e n t i a l colleges
university
education
the
the
pioneering
extra-mural
to expand the o p p o r t u n i t y
to w o r k i n g m e n and w o m e n .
for
It b o u n d a r i e s ,
however, h a v e been so enlarged by the subsequent w o r k of local
education authorities
with a large part of
and others as to make
"further e d u c a t i o n " .
give it c a r e f u l study in the light
Committee
it almost
T h e Government
propose
of the forthcoming report
on Adult E d u c a t i o n w h i c h w a s appointed
Sir L i o n e l R u s s e l l ' s C h a i r m a n s h i p
co-terminous
to
of the
in 19*59 u n d e r
t h o r o u g h l y to review the w h o l e
field,
105.
"Tertiary"
and
"recurrent",
educational v o c a b u l a r y embrace
education.
T h e first
secondary school
t h o u g h recent additions
concepts
is concerned
confined by age or standard
"higher" e d u c a t i o n .
The
stage
to those w h o
second concept
to make good for individuals
the absence
opportunities and to encourage
long familiar in future
to stress that a f t e r
the n e e d for a third
can qualify for entry to
emphasises
or loss of
courses.
a two-fold
to meet this need for
Higher E d u c a t i o n . IIMSO 1 963
and
impact
skills
of
Institutions
have
post-experience
B i r k b e c k College is a l o n g - s t a n d i n g example
creation; the Open U n i v e r s i t y
need:
earlier
the r e n e w a l of k n o w l e d g e
technology on a r a p i d l y changing e n v i r o n m e n t .
or adapted
the
of education is not
made obsolete b y the explosion of k n o w l e d g e and the
been created
to the
of one
is an impressive m o d e r n o n e .
such
Further.
d
a n adult education have long and successfully
responded
to
the need. 106.
The divisions
indicated by these d e f i n i t i o n s are
in that they present d i f f e r e n t
to enable all members
faces
of a b r o a d l y
to -learn w h e r e , w h e n and what
them.
organised
of society, w i t h their w i d e l y
aspirations and c a p a c i t i e s , once they h a v e left
So far as resources
made across the whole
they want
allow
artificial
differing
school b e h i n d
in the w a y that best
the Government w i s h to see
of this broad front.
In what
to the d e v e l o p m e n t
education for two r e a s o n s .
it is here that
Government believe
the
in r e l a t i o n to other p r i o r i t i e s .
that
current debate about
107.
The motives
that
are many, various and
of h i g h e r
impel sixth formers
seldom c l e a r - c u t .
to seek higher
students have a specific
to develop over a w i d e r field what
general powers
of
subject
to the
and must
This has
remain
the R o b b i n s Committee
always
so.
A larger number are
of the mind, but not without
specialised honours degree course
continue
scholarship,
that their needs should m e t .
career in mind.
the
education
A m i n o r i t y w i s h to
been a leading function, of the u n i v e r s i t i e s
the
education.
It is crucial for the world
research and invention,
and
Secondly,
for its own sake the study in depth of a specialised
top of their bent.
advances
greatest
they have a c o n t r i b u t i o n to make to
the objectives
suits
of h i g h e r
need exists for long-term p l a n n i n g to m a t c h growing d e m a n d s
limited resources
to
follows,
however, special a t t e n t i o n is paid
First,
effort
Some
anxious
called
the
questioning whether a
is the best w a y of a c h i e v i n g
it.
The Government a n n o u n c e d in August 1 9 7 2 the start of the n e w
Training Opportunities S c h e m e , aimed at a m a j o r and c o n t i n u i n g
expansion of o p p o r t u n i t i e s for individual m e n and w o m e n to prepare
themselves
through a p p r o p r i a t e combinations of e d u c a t i o n and
draining, for new employment over a w i d e field.
T h e e d u c a t i o n service,
and particularly e s t a b l i s h m e n t s of f u r t h e r education, are expected
to play a major part in the S c h e m e .
Some ask for no more
than a s t i m u l a t i n g
opportunity
to come
terms w i t h themselves, and to d i s c o v e r w h e r e their real
and abilities
lie.
involuntarily
to fall in w i t h the advice
the example
Others have no b e t t e r r e a s o n
of their c o n t e m p o r a r i e s .
surface of most
candidates
education w i l l go far
1
minds
then
of their teachers
But not far from
the
them a b e t t e r job.
All
them in their p e r s o n a l , s o c i a l and w o r k i n g
expectations
the last
and most w i d e s p r e a d
should not be d i s a p p o i n t e d .
sympathy w i t h the sincere desire
that
lives. these of
T h e Government
on the part
expect
will confront
that
higher
them to cope more s u c c e s s f u l l y w i t h the p r o b l e m s
It is important
and
it to prepare
108.
interests
is the tacit belief that
to guarantee
to
have
number of a growing
of students to be g i v e n m o r e h e l p in a c q u i r i n g - and d i s c o v e r i n g the how to apply - knowledge and skills related m o r e d i r e c t l y to
decisions
that will face them
personal and
social action.
in t h e i r careers
This
and
in the w o r l d
is wdiat is meant by
"relevance". The w i d e r the span of student m o t i v a t i o n the greater the need
match it w i t h a wide and f l e x i b l e choice
achieved
r
increasingly b3 a system
of ttnits and credits devised
another - w h i c h should h e l p students
make more possible the development
109.
The
traditions
freedom place
and experiment
academic
and
for tackling
is b e i n g devoted
T h e y welcome
particular the research into the c o n s t r u c t i o n
of u n i v e r s i t y
number of polytechnics
Academic A w a r d s .
pursue coherent
to
them.
in
courses
innovations m a d e b y 0.
in c o - o p e r a t i o n w i t h the Council for N a t i o n a l
T h e latter are d e s i g n e d
courses w h i c h d r a w
disciplines, reflect
other
these
The Government would like to see still m o r e .
initiated by the N u f f i e l d F o u n d a t i o n and
education.
squarely on the u n i v e r s i t i e s , p o l y t e c h n i c s
higher e d u c a t i o n i n s t i t u t i o n s r e s p o n s i b i l i t y
in
and to r e t r i e v e false starts
of r e c u r r e n t
to or institution
of i n s t i t u t i o n a l a u t o n o m y and
issues.Much valuable thought
to
T h i s is b e i n g of course.
such a w a y as to ease transfer from one course
of
1
to enable students
o n a number
of related
individual n e e d s and, while not
-42­
narrowly
to
vocational, have h i g h relevance
Government b e l i e v e , h o w e v e r ,
to the world
that
they h a v e identified
still remains in the growing m a n i f o l d
choice
of school
to enter h i g h e r
of w o r k .
of options that
The
a gap that await
leavers w e l l q u a l i f i e d " b y :their e x a m i n a t i o n
education.
the
results DIPLOMA
110.
O F HIGHER
EDUCATION
T h o s e who w i s h to continue
choice either
their education h a v e
and d o i n g so p a r t - t i m e , of entering employment
or, in the main,
of commiting
not less than three y e a r s .
t h e m s e l v e s to a course
all in specific
lasting
two-year Only a limited range of
courses is a v a i l a b l e at present,
the
vocational
areas. 111.
The G o v e r n m e n t
They believe
c o n s i d e r this gap ought now to be
that a range
of intellectually
courses will be a critical element
flexibility
in h i g h e r e d u c a t i o n .
Committee's
recognition
but
in a c h i e v i n g
They w e l c o m e
than that envisaged in t h e i r
A s a result
Government
introduction
courses,
to serve a w i d e r
0 1 1 the report,
there is sufficient
(Dip H E ) w i t h the f o l l o w i n g
the
support f o r
the
six
characteristics
offer a genuine and u s e f u l a d d i t i o n
those forms
of
Standard
They must
of higher
e d u c a t i o n already
not a c h e a p substitute for any
of them.
that
they must be no less d e m a n d i n g
than
the first
Thus
the n o r m a l m i n i m u m
to available, This
means intellectually
two y e a r s of a course at d e g r e e
level. entry q u a l i f i c a t i o n
the same as for d e g r e e s or c o m p a r a b l e
(ii)
James
of new t w o - y e a r c o u r s e s , l e a d i n g to a D i p l o m a
Higher Education
(i)
that
the
report.
of their c o n s u l t a t i o n s
conclude
two-3'ear
greater
of the p o t e n t i a l of two-year
the p r o p o s a l s w h i c h follow are designed
purpose
112.
demanding
filled.
should
1 courses be Availability Courses
on the lines p r o p o s e d
option to be offered
m a i n sectors
should be seen as a new by'institutions
of h i g h e r
education.
b o t h g e n e r a l and specialised
in each of
the It is intended, that courses should be m a d e available. 1 5 GCE passes
(or the
i n c l u d i n g 2 at A d v a n c e d
equivalent) level
(iii)
Acceptability
The q u a l i f i c a t i o n
made generally
offered a f t e r
acceptable as a terminal
achievement
courses
forms of employment.
of this will d e p e n d
offered and
of the
meanwhile
to explore
as employers
Clearly
the
will
appropriate acceptability; the q u e s t i o n of
t h e m s e l v e s thej' w i l l
a r r a n g e m e n t s for recruitment
Credit
of
The Government
how the q u a l i f i c a t i o n s might be fitted into
(iv)
full the
on experience
them.
u n d e r t a k e d i s c u s s i o n s with the
organisations
entry for
capacities achieved by
students who h a v e completed
qualification
and in p a r t i c u l a r as a q u a l i f i c a t i o n needed
to a p p r o p r i a t e
be two years must
to the public
consider
their service.
Courses should also be seen as p r o v i d i n g a f o u n d a t i o n appropriate, for f u r t h e r stud3' and be d e s i g n e d , where
in such a way as to earn credit
towards
q u a l i f i c a t i o n s , including d e g r e e s and
of p r o f e s s i o n a l b o d i e s .
This
other
the
requirements
o b j e c t i v e would bo
b a s i s - offering students the opportunity
- and
if this
more of a w h i c h could be m o d i f i e d as their
and c a r e e r plans u n f o l d e d
on a unit readily achieved if courses w e r e d e v e l o p e d
programme
interests principle b e c a m e mere common in longer courses as w e l l . (v)
Validation
C o u r s e s should be validated by e x i s t i n g degree
bodies.
The Government welcome
the w i l l i n g n e s s
the C o u n c i l for N a t i o n a l A c a d e m i c A w a r d s to
this r e s p o n s i b i l i t y ;
they b e l i e v e
u n i v e r s i t i e s w i l l w i s h to offer
and be prepared
not
of
of
CNAA.
themselves
to validate courses w h e r e colleges
seek v a l i d a t i o n firom the
undertake that a number
the D i p . H E
awarding
do (vi)
Awards
It is the G o v e r n m e n t ' s
students
113-
intention
that D i p . HE should qualify' for m a n d a t o r y
C a r e f u l a t t e n t i o n will need to be
awards. given to the
relationship
of the D i p . H E to the Higher N a t i o n a l D i p l o m a and to other
courses
and q u a l i f i c a t i o n s w h i c h will be the concern of the
Technician
and B u s i n e s s E d u c a t i o n C o u n c i l s w h i c h are n o w b e i n g
set u p ,
following the r e c o m m e n d a t i o n s
of the R e p o r t
T e c h n i c i a n Courses and E x a m i n a t i o n s
-k6­
of the Committee
(the H a s l e g r a v e
report).
on
fflxfflERS^AND C O S T S TN H I G H E R
11 k. The Government
EDUCATION of 1 9 6 3 endorsed
the general p r i n c i p l e ,
following
the report of the Robbins Committee, that courses of h i g h e r
education
should be a v a i l a b l e for all those who were q u a l i f i e d by ability
and attainment
to pursue
them and who w i s h e d to do s o .
Successive
Governments since h a v e followed this p r i n c i p l e and, despite the
pressures of economic
stringency and competing c l a i m s , higher
education i n s t i t u t i o n s h a v e b e e n enabled to grow and to keep
pace broadly w i t h the r i s i n g numbers of those qualified f o r and
seeking h i g h e r
education.
T h e number of full-time and. sandwich
higher education students in Great Britain m o r e than doubled
1 9 2 , 0 0 0 in (academic y e a r ) 1 9 6 1 - 6 2
same period the n u m b e r
to 4 6 3 , 0 0 0
of p a r t - t i m e
in 1 9 7 1 - 7 2 ;
from
in the
42,000
(day) students rose from
to 7 0 , 0 0 0 .
115-
The impetus
of increasing staying-on in education to 18 will
continue b e y o n d the raising of the school l e a v i n g age;and the p r o p o r ­
tion of y o u n g p e o p l e a c h i e v i n g qualifications
at the Advanced level of
the General C e r t i f i c a t e of E d u c a t i o n ( o r its e q u i v a l e n t ) will also
continue to i n c r e a s e .
T h e p l a n n i n g of h i g h e r education
provision must make a l l o w a n c e f o r this, as well as f o r the increasing
of these age groups over the next
ten y e a r s .
size M u c h h a r d e r to f o r e s e e , however, is the l i k e l y trend in the attitudes and intentions of those young people towards h i g h e r education and t h e i r requirements
w ithin T
it.
116.
The subsequent
career patterns of some o f those taking
or parallel h i g h e r education
qualifications
degrees
i n f u t u r e , for example,
must be expected to differ s i g n i f i c a n t l y from those of their
predecessors.
T h e expansion of h i g h e r education p r o v i s i o n h a s a l r e a d y
reached the point where employers' requirements
qualified p e o p l e i n the forms of employment
are, in the a g g r e g a t e , largely b e i n g m e t .
ment are a l r e a d y c h a n g i n g a n d will continue
f o r such highly­
they traditionally
enter
T h e s e p a t t e r n s of employ­
to change as
employers
increasingly take the opportunity to enlarge the areas of w o r k in
which more h i g h l y educated and qualified r e c r u i t s
advantageously.
can b e p l a c e d
E v e n s o , there seems little doubt that the c o n t i n u i n g
expansion of h i g h e r education will more than m a t c h the likely
-47­
lit!
i IM
expansion of graduate
employment
o p p o r t u n i t i e s as these a r e
und c r s t o o d to d a y .
117.
Opportunities f o r h i g h e r education a r e not
determined p r i m a r i l y by reference
to be
1
to broad
future n e e d for h i g h l y q u a l i f i e d p e o p l e ;
h o w e v e r
estimates of the c o u n t r y s
although
to
a t t e m p t s
relate supply to l i k e l y demand in certain specialised, p r o f e s s i o n s
and, p a r t i c u l a r l y , at the p o s t g r a d u a t e
s t a g e
important
consider higher
than
b e f o r e . The Government
­
- will b e no less
education
valuable for its contribution to the p e r s o n a l development
of t hose
who pursue it;
expansion
at the same time they v a l u e
as an investment
its c o n t i n u e d
in the n a t i o n ' s h u m a n talent
social change and t e c h n o l o g i c a l d e v e l o p m e n t .
in a time of rapid
If these
economic,
personal and social a i m s a r e to b e realised, w i t h i n the limits of
available resources a n d c o m p e t i n g p r i o r i t i e s , b o t h t h e p u r p o s e s
and the n a t u r e
of h i g h e r education, in a l l its d i v e r s i t y ,
be critically a n d r e a l i s t i c a l l y
examined.
must
The continuously
changing rela.tionship b e t w e e n h i g h e r e d u c a t i o n a n d subsequent
emplojTiient
should be r e f l e c t e d b o t h in the i n s t i t u t i o n s ' a n d in
individuals' c h o i c e s .
T h e Government h o p e
that
those who c o n t e m ­
plate entering h i g h e r e d u c a t i o n - a n d those a d v i s i n g them - will
the more c a r e f u l l y examine
be sure that
their m o t i v e s a n d their r e q u i r e m e n t s ; a n d
they form t h e i r judgement
on a realistic
of its u s e f u l n e s s to t h e i r interests and career
118.
T h e p o s s i b i l i t y of significant
the u n c e r t a i n t i e s
inherent
estimates
intentions.
c h a n g e s of this k i n d ,
alongside
in trying to predict m a t t e r s o f h u m a n
behaviour some ten y e a r s ahead, makes
than tentative
assessment
it difficult
to o f f e r m o r e
o f the likely level of demand
from
qualified a p p l i c a n t s for h i g h e r education places by the end of the
decade.
On a b a l a n c e d
judgement, h o w e v e r , the G o v e r n m e n t
expect to b e p r o v i d i n g b y about
200,000
1981
f o r s o m e t h i n g of the o r d e r of
entrants a n n u a l l y from w i t h i n Great
This w o u l d represent
about
compared w i t h 7 $ in 1961
would
Britain aged under
21.
22fo of the age g r o u p then aged 1 8 :
a n d 15fo
about the total n u m b e r o f places
in 1 9 7 ' *
Further uncertainty
such a n entry might
imply.
arises
For
example, the G o v e r n m e n t would not c o n s i d e r it justifiable to
maintain, w i t h so large a n entry, the p r o p o r t i o n a t e
share that h a s
been devoted to p o s t g r a d u a t e w o r k in recent y e a r s .
A n d it is h a r d
-48­
to know h o w m a n y within the entry might
loading to the D i p l o m a
in H i g h e r Education i f these
successfully on the lines
developed indicated in the p r e c e d i n g
Allowing also that p r o v i s i o n f o r more mature
that for q u a l i f i e d y o m i g l e a v e r s , the Government
higher education p l a c e s in 1 9 8 1 .
Section. entrants and fo.r entrants from o v e r s e a s would, not grow p r o p o r t i o n a t e l y
will be met within a total of 7 5 0 , 0 0 0
course choose a shorter
so fast as
c o n s i d e r that
full-time and sandwich
needs
course
This figure h a s a c c o r d i n g l y
been
adopted a s the basis for the G o v e r n m e n t ' s l o n g e r - t e r m p l a n n i n g in
higher
education.
119.
F o l l o w i n g the report
of the Robbins Committee
in 19^3 the
fastest rate of expansion, but s t a r t i n g from a r e l a t i v e l y small b a s e ,
was in the p o l y t e c h n i c s a n d other m a i n t a i n e d
advanced f u r t h e r
education.
offering
The colleges o f education also
remarkable growth, n o w completed,
of qualified t e a c h e r s .
colleges
to meet a n d o v e r c o m e the shortage
E v e n so, as t h e f o l l o w i n g table s h o w s ,
universities w e r e still p r o v i d i n g for over h a l f the h i g h e r
students in Great B r i t a i n b y
Table 1 :
Universities
' 000
TOTAL
1
000
1 98
38
236
90
9
99
114
15
1 29
402
62
Advanced F u r t h e r
Education
Colleges of E d u c a t i o n
Great
B r i t a i n
S c o t l a n d
' 000
The responsibilities
Course H i g h e r Education
B r i t a i n : 1 97'i - 7 2
in Great
England &
Wales
120.
education
1971-72.
D i s t r i b u t i o n of Full-time or Sandwich
Students
achieved
-
464
of the Secretari?- of State for E d u c a t i o n
and Science cover all h i g h e r education in E n g l a n d and Wales and
universities throughout Great B r i t a i n
proposals
(including S c o t l a n d ) .
The
in the r e m a i n d e r of this Section therefo.re relate only to
-4 9
CilfSIIITjltl the area of h e r r e s p o n s i b i l i t i e s ;
university h i g h e r education
t h e y do not deal with n o n ­
in Scotland w h i c h will
be covered in a separate White P a p e r p r e s e n t e d by the S e c r e t a r y of State for Scotland. 121.
F o r the future, t h e Government
the fastest
a r e p l a n n i n g on t h e b a s i s
expansion should continue
other n o n - u n i v e r s i t y
to be in the p o l y t e c h n i c s a n d
c o l l e g e s , w i t h the i n t e n t i o n that by 1981
there might be a n a p p r o x i m a t e b a l a n c e of about
each of the u n i v e r s i t y a n d the n o n - u n i v e r s i t y
Britain:within w h i c h about
c o n f i d e n t l y count
aiithorities and i n s t i t u t i o n s
very s u b s t a n t i a l
of E n g l a n d and W a l e s .
on the
co-operation of the
on whom the achievement
expansion will depend.
a rapid g r o w t h in public
sectors i n Great
5
university " h i g h e r education institutions
The Government
3 7 5 ) 0 0 0 places in
3 3 5 0 0 0 places w o u l d be in the n o n ­
7
122.
that
expenditure;
of this
It w i l l , h o w e v e r ,
a n d the Government
further
involve
have
accordingly b e e n e x a m i n i n g in some detail h o w the objectives of the
programme
123-
can be a c h i e v e d most e f f e c t i v e l y a n d e c o n o m i c a l l y .
T h e y are e n c o u r a g e d b y the widesprea-d r e c o g n i t i o n that
is scope for change and g r e a t e r f l e x i b i l i t y i n h i g h e r
there
education.
For example, the i n t r o d u c t i o n and g e n e r a l a d o p t i o n of n e w courses
leading to a D i p l o m a of H i g h e r E d u c a t i o n
(as discussed in S e c t i o n
13)
could enable m a n y s t u d e n t s to achieve in two y e a r s , instead of
three or
m o r e , as m u c h h i g h e r education a s they aspire to b e t w e e n
school and first
employment:
a change w h i c h might well be
accompanied and supported b y enlarged o p p o r t u n i t i e s
serious study again i n l a t e r l i f e .
to take iip
S i m i l a r l y there could be m o r e
widespread a d o p t i o n o f the p r a c t i c e o f a b r e a k b e t w e e n a stiident ' s
leaving school and h i s embarking on h i g h e r education, e n a b l i n g h i m
to gain m o r e experience o f the world a n d u s e his h i g h e r
education
to better p u r p o s e .
of this
T h e Government w e l c o m e developments
and wish to encourage them:
first b e c a u s e
they will lead
kind
students
to gain m o r e from their h i g h e r e d u c a t i o n , a l t h o u g h they would
also
make a c o n t r i b u t i o n to easing the f i n a n c i a l b u r d e n the expansion
will
124.
impose.
But these must
More immediate
in t h e i r n a t u r e bo questions for the longer
questions a r i s e on the current
-50­
term.
running costs of the
institutions
and
decade of rapid
courses
In the past in their present p a t t e r n .
expansion, during which m a n y n e w
institutions
greatly of higher e d u c a t i o n h a v e b e e n founded . and others h a v e
enlarged b o t h t h e i r h o r i z o n s and t h e i r student n u m b e r s , there have been heavy initial costs to b e a r .
indicated in the d e c a d e a h e a d , unit
as If expansion is to continue
costs cannot be a l l o w e d to go on rising and s c o p e must bo found for economies of s c a l e .
Some
initial p r o v i s i o n for such r e d u c t i o n s h a s indeed a l r e a d y b e e n made in the U n i v e r s i t y Grants Committee's q u i n q u e n n i a l
15 b e l o w ) ;
(see Section
a n d the Government
review in the course of future q u i n q u e n n i a l
settlement
propose a
continuing
and R a t e Support
Grant
negotiations .
125.
For e x a m p l e ,
since so much of the e x p e n d i t u r e
education is incurred in the employment
there is at p r e s e n t great
diversity
in h i g h e r
of t e a c h i n g staff,
in s t a f f i n g s t a n d a r d s
different kinds of i n s t i t u t i o n and different
and
between
k i n d s of c o u r s e ,
economies should f o l l o w m o r e effective s t a f f u s e .
The
view is that
non-university
the
financing
of u n i v e r s i t i e s
and of
higher education should be b a s e d on the a s s u m p t i o n
Government's
that
staffing
ratios could be m o d i f i e d b y the end of the d e c a d e to a n
level of about
10:1.
average
T h e y consider that a g r a d u a l t r a n s i t i o n
this average figure should b e p o s s i b l e "without l o w e r i n g
126.
The G o v e r n m e n t h a v e also c o n s i d e r e d w h e t h e r the
standards.
distribution
between public a n d p r i v a t e expenditure o n h i g h e r e d u c a t i o n
be changed;
to
should
the for example b y relating fees m o r e closely to
economic cost of tuition or b y s u b s t i t u t i n g loans f o r some or all of the grants n o w a v a i l a b l e
to s t u d e n t s , to m e n t i o n two of the suggestions w h i c h h a v e been w i d e l y canvassed and,
in some q u a r t e r s .
indeed,
F o r the time b e i n g the G o v e r n m e n t
the existing a r r a n g e m e n t s
for the support
will
favoured
continue
of u n d e r g r a d u a t e s
in
higher education, d i f f e r e n t i a t i n g as t h e y do b e t w e e n students
families are able to meet a large part of t h e cost and
requiring full m a i n t e n a n c e .
the feasibility
The Government
system for s t u d e n t s at p o s t g r a d u a t e
level.
into the
considering
support
T h e y also p r o p o s e
examine, in c o n s u l t a t i o n w i t h those c o n c e r n e d , w h e t h e r tuition
should be revised at the p r o p e r time to take account of
. -51-
. . .
whose those are, however,
of i n t r o d u c i n g a loan element
to
fees changes in price levels a n d o t h e r factors
since the present
were rates
establi shed. 12'/.
T h e c o n t i n u i n g expansion of h i g h e r education
Government
which
the
are p r o p o s i n g will r e q u i r e s u b s t a n t i a l p r o v i s i o n to be
made for the r e s i d e n t i a l a c c o m m o d a t i o n as w e l l as the t u i t i o n
of
students.
This is an essential component
of the programme
and, as will be
seen below, s u b s t a n t i a l p r o v i s i o n is b e i n g m a d e for it.
time, the G o v e r n m e n t
share the f r e q u e n t l y - e x p r e s s e d
At the
v i e w that
same
it is
-
unrealistic and u n n e c e s s a r y for s u c h a h i g h p r o p o r t i o n of
to reside and study at a distance
if equally a c c e p t a b l e
are available to them w i t h i n daily t r a v e l l i n g distance
homes.
In u n i v e r s i t i e s , for e x a m p l e , only 1 6 $
based.
The case is different
in a d v a n c e d
students
courses
of
their
of students are h o m e
further education,
the p r o p o r t i o n of students p r o v i d e d w i t h r e s i d e n t i a l p l a c e s
always been far lower;
but h e r e too the Government
will
where
has
expect
polytechnics and colleges to do all they c a n to encourage
students
to live at home a n d not to add to the demand for
or the
hostels
competition for l o d g i n g s which is b o u n d to a r i s e in m a n y p l a c e s
the p r o p o s e d
128.
from
expansion.
B o t h e d u c a t i o n a l and p r a c t i c a l complications m a k e this a difficult q u e s t i o n , a n d opinions m a y well d i f f e r as to the
and social a d v a n t a g e s
educational
of residence and the j u s t i f i c a t i o n f o r
sxdising its e x p a n s i o n .
The Government
might b e taken to reverse the present
are e x a m i n i n g what
sub­
steps
trend and thus encourage
more students to b a s e themselves at h o m e while
studying.
many T h e y do not b e l i e v e that this p r o b l e m can b e solved e i t h e r by this m e a n s
by the p r o v i s i o n of a d d i t i o n a l r e s i d e n t i a l f a c i l i t i e s a l o n e ;
will h a v e to be substantial p r o g r e s s in b o t h of these
-52­
.i
j : a
J a v [J
i
II iifi 1
or
there
directions. I O
1
w
TIE UNIVERSITIES 129.
It is in the light
of all these c o n s i d e r a t i o n s
Government have considered
Committee
the advice of the U n i v e r s i t y
Grants
of the u n i v e r s i t i e s during the 1 9 7 2 - 7 7
on the development
quinquennium.
that the
T h e y have decided that,
approval of E s t i m a t e s b y Parliament
grants should b e m a d e available
SLIBJECT
to the annual
in the n o r m a l w a y , the f o l l o w i n g
towards expenditure
on recurrent
items and on equixsment :
Academic Y e a r
Recurrent grant
£ million
1972-73
Equipment grant
£ million 252.0
23.5
1973-7 !
263.0
24.5
1974-75
276.O
25.5
1975-76
292.0
27.O .
1976-77
309.0
29.0
1 3 9 2 . 0
129.5
Z
These figures
take account
of the G o v e r n m e n t ' s
the tendency of unit costs to rise
intention to arrest (at constant p r i c e s ) from
year to y e a r . 130.
T h e grants are at 1 9 7 2 Survey p r i c e s .
Before they are
allocated to the u n i v e r s i t i e s b y the U n i v e r s i t y Grants
they will b e revalued to take accovint of subsequent
Committee
price
increases
In addition some transfers will b e made w i t h i n the r e c u r r e n t ,
equipment
and capital g r a n t s in order to give u n i v e r s i t i e s
greater
flexibility in the use of their resources .
131.
The r e c u r r e n t grant
of £ 2 5 2 . 0 m i l l i o n f o r 1 9 7 2 - 7 3
with the p r o v i s i o n a l a l l o c a t i o n of £ 2 5 0 . 3 m i l l i o n
announced i n November 1971
study c o u r s e s ) .
compares
(£248.5
million
plus £ 1 . 8 m i l l i o n f o r v a c a t i o n and field
In addition, compensation
of £ 7 . 4 m i l l i o n w i l l b e
paid during 1 9 7 2 - 7 3 for price increases w h i c h occiirred i n the
previous academic
132.
year.
The Government
a r e p l a n n i n g in the l o n g e r term on the
assumption that b y 1981
full-time
there w i l l be of the order of 3 7 5 , 0 0 0
(including s a n d w i c h ) students
compares w i t h 2 3 6 , 2 0 0
in the u n i v e r s i t i e s .
s u c h students in 1 9 7 1 - 7 2 .
-53P
^
ffh M w n FFA I f M
W HTI B
u
"W R
KA ti-a a b
A
1
8%EA
I n that y e a r
This
there
were also part-time students equivalent
to an a d d i t i o n a l
12,900
full-time s t u d e n t s , making 2 4 - 9 , 1 0 0 in a l l .
133.
I n a r r i v i n g at the broad target
to be achieved in 1 9 7 6 - 7 7
the estimated numbers
of f u l l - t i m e
student
the Government have t a k e n into
of qualified
numbers
account
school leavers , the g r o w i n g
opportunities f o r them to obtain entry to degree courses outside the
universities, the short-term rate of e x p a n s i o n involved h a v i n g
to the additional
capacity'" already provided f o r in building­
programmes, and the desirability
of m a i n t a i n i n g a r e a s o n a b l y
over the period 1 9 7 1 - 8 1 .
rate of increase
regard
smooth
These considerations
have
led them to i n c l u d e in the grants shown above p r o v i s i o n f o r 2 5 4 , 0 0 0
undergradxiates b y 1 9 7 6 - 7 7 .
134.
T h e number
1967-68
of postgraduate
to 4 5 , 2 0 0
1971-72:
(of whom about
students
increased from 3 5 , 0 0 0 in
a quarter- w e r e from o v e r s e a s ) in
that is, from 1 7 . 6 $ to 1 9 . 1 $ of full-time
students.
The
Government have m a d e p r o v i s i o n f o r this number to b e i n c r e a s e d in
the n e w quinquennium b y nearly 7 , 0 0 0
a total of 3 0 6 , 0 0 0
to 5 2 , 0 0 0 ,
full-time s t u d e n t s .
representing 17$
T h e y hope
o r
"
that, as a means of
strengthening the u n i v e r s i t i e s ' c o n t r i b u t i o n to the initial and
in-service p r o g r a m m e
it will be possible
of teacher training, and to r e s e a r c h in e d u c a t i o n
to include i n this additiona.1 number about
extra places for postgraduate
135.
students
of e d u c a t i o n .
T h e grants shown above are therefore i n t e n d e d
universities
to r e a c h a total of 3 0 6 , 0 0 0 f u l l - t i m e
the same time to increase the n u m b e r of p a r t - t i m e
full-time equivalent
136.
of 1 5 , 5 0 0 ;
making 3 2 1 , 5 0 0
to enable the
students and at
students
to the
in a l l .
The Government have told the U n i v e r s i t y G r a n t s C o m m i t t e e
they would think it reasonable to plan on the a s s u m p t i o n
the full-time students
science-based.
in 1 9 7 6 - 7 7
1 ,000
that
that 4-7$ of
will b e a r t s - b a s e d and 5 3 $ w i l l b e
T h i s would represent
a small m o v e m e n t
towards the
arts and w o u l d reduce the present
disparities b e t w e e n the
opportunities f o r arts candidates
and science candidates
to obtain
admission.
137.
It is important
Full-time students
to d i s t i n g u i s h b e t w e e n students and p l a c e s .
do not require places w h e n they are away on
sandwich and other c o u r s e s .
M a n y p a r t - t i m e students
can be
accommodated without
the provision
University G r a n t s Committee issued a preliminary
memorandum of guidance w h i c h was intended
within which u n i v e r s i t i e s
might
I n May 1 9 7 0 the
of extra places.
start
plans for the 1 9 7 2 - 7 7 quinquennium.
and tentative
to establish
a framework
to c o n s i d e r their
T h e Committee
individual
stated that
their
expectation w a s that the figures it contained might need to be revised after discussions h a d taken place with the universities and with the Governmojit.
Underlying
on a total of 3 - 2 0 , 0 0 0
T h e m e m o r a n d u m was b a s e d
this figure w a s a total
331,500
of about
places.
s t u d e n t s (of
whom 3 1 6 , 0 0 0 would b e full-time and 1 5 , 5 0 0 would represent the
full-time equivalent
of part-time
students).
full-time s t u d e n t s would need 3 1 3 , 0 0 0
3,000
students would be away on sandwich
the part-time
138.
places
students w o u l d need 7 , 0 0 0
U n d e r the settlement
time s t u d e n t s .
or other c o u r s e s ) and that
places.
for 321 , 5 0 0
students now made by the
3,000
It is assumed that
available or a r e b e i n g provided
for 1 9 7 2 - 7 3 -
full-time
Most
to p r o v i d e
some
remaining r e q u i r e m e n t s
decided to a l l o c a t e
students w o u l d be
of the places are already
The 1 973-7-4 b u i l d i n g p r o g r a m m e ,
9,000
announced
further places. i
n
order that t h e
£ 2 9 m i l l i o n for the b u i l d i n g programme
this f i g u r e i n c l u d e s a n allowance f o r increases in b u i l d i n g
139.
I n the context
1 January 1971
have
for 1 9 7 4 - 7 5 ,
costs
and 1 A p r i l 1 9 7 2 .
of the policy for student
described above, the Government
of a total
last year, is
f o r places m a y be m e t the Government
that t o o k place b e t w e e n
for part­
in b u i l d i n g p r o g r a m m e s u p to and
value of £ 2 7 m i l l i o n , w h i c h the Government
expected
Of these
be f o r full time s t u d e n t s on campus and 7 , 0 0 0
away on s a n d w i c h and other c o u r s e s .
including that
(since at any time
of 3 1 0 . 0 0 0 p l a c e s will be required.
Government a t o t a l
3 0 3 , 0 0 0 would
It was assumed that the
have a g a i n
accommodation
taken special note of the need for more r e s i d e n t i a l places i n deciding on this f i g u r e . They hope
that it w i l l thus be p o s s i b l e
11,000 p l a c e s
to be started
number in 1 9 7 5 - 7 6
m a y rise
in 1 9 7 4 - 7 5
to about
be made i n the i 9 7 5 - 7 6 programme.
already the g e n e r a l prospect i s
to provide for a f u r t h e r
and that as a result
130,000.
the total
Further provision
will
T h i s h a s yet to be settled but
that extra places w i l l be available
for some two-thirds of the a d d i t i o n a l students
the
quinquennium. \kO.
In the light
Committee
target
of the a d v i c e of the U n i v e r s i t y
the Government
of student numbers
number of univei"sities.
course to advise
are satisfied
that the n e w
in
Grants
1976-77
can be achieved without a d d i n g to the
The Committee, h o w e v e r , intend
the Government
decision in p r i n c i p l e will n e e d
more u n i v e r s i t i e s
expected
w h e t h e r in t h e i r view an
in due
early
to be made to establish one or
to be a c t i v e some time in the
1980s.
l4l-
The s u b s t a n t i a l e x p a n s i o n of h i g h e r e d u c a t i o n proposed in
Section 14 w i l l leave
formidable
the n o n - u n i v e r s i t y
task of p r o v i d i n g ,
institutions w i t h the
on present
e s t i m a t e s , f o r some
3 3 5 , 0 0 0 full-time and s a n d w i c h students in England and Wales
in 1 9 8 1 .
T h i s compares w i t h 2 0 4 , 0 0 0
to a net expansion
142.
of some
T h e m a j o r part
polytechnics.
of the 1 9 8 1 total must be pjrovided b y "the
the target
local e d u c a t i o n a u t h o r i t i e s
this expansion.
task.
to ensure
that
they can p l a y the k e y role i n
h a v e assumed
T h i s gives great
promise
and pursued
of their ability to
they are formula.ting in
of e x p a n s i o n is a l r e a d y w e l l u n d e r w a y .
with the £7 m i l l i o n for p o l y t e c h n i c
building projects
the a l l o c a t i o n f o r 1 9 7 3 - 7 4
the s u b s t a n t i a l figure
of the p r o j e c t s
in hand w i t h a v i e w
to b u i l d i n g w o r k starting
cateD."
the n e e d s
colleges in t h e
programmes
local
education
planning can b e put
in that y e a r .
All
to b e in use b y the end of 1 9 7 7 -
of other colleges of F E , m a n y of which
f o r advanced c o u r s e s , have b e e n r e c o g n i s e d :
been allocated
For the
of £ 2 7 - 6 m i l l i o n has b e e n
on w h i c h d e t a i l e d
this a c c o m m o d a t i o n is expected
At the same time
Compared
to be started
is £ 1 9 m i l l i o n .
earmarked and the S e c r e t a r y of State h a s n o t i f i e d
authorities
their
the D e p a r t m e n t .
The process
following y e a r
they
T h e y have b e e n impressed b y the speed and v i g o u r
discussion w i t h
in 1 9 7 - 2 - 7 3 ,
they arc
and. the governing b o d i e s and staffs
fulfil the i n d i v i d u a l plans w h i c h
1^3.
that
T h e G o v e r n m e n t will look to the
with w h i c h these n e w i n s t i t u t i o n s
innovative
plans suggest
of .180,000 places at w h i c h
have b e e n encotxragecl to aim.
of the p o l y t e c h n i c s
and points
130,000.
Their development
capable of reaching
in 1 9 7 1 - 7 2
to m a j o r building
period 1 9 7 4 - 7 5 -
for a n y a d d i t i o n a l
projects
£ 3 6 m i l l i o n has
to be started
at these
P r o v i s i o n w i l l b e m a d e in later
expansion
M
required.
P4
i 11
Xhk.
To meet tlie Government ' s plans
education and
the colleges
colleges t o g e t h e r
provide
expand of education w i l l also need to
to provide a total of about
further the other colleges of
155?000 places.
At present
these
As a for some 138,000 s t u d e n t s .
result of changes in the role and o r g a n i s a t i o n of the colleges
education some
of these places may cease
to be a v a i l a b l e
higher e d u c a t i o n and w i l l have to be made good.
expansion of full-time and sandwich
expect
opportunities
1^5.
for part-time
study.
there are
considerations, far from easy to reconcile,
of
three sets
to w h i c h
the
of students
presents have Many cities
within or near' them as w e l l as a u n i v e r s i t y and a polytechnic
colleges
of e d u c a t i o n .
to question any p r o p o s a l
should be expanded
lk6.
A second,
T h i s w i l l lead the
that in this context a college
to form
a separate
scale.
of
one
opposite, c o n s i d e r a t i o n is that an
Government education institvition
in
standard
reach a critical size to obtain f u l l economies
This w i l l set a limit
colleges that can expect
centre. third
capable of p r o v i d i n g h i g h e r education cotirses a d e q u a t e
and range must
Government
on a scale w h i c h
acute problems of r e s i d e n c e and transport.
or more large
of
the c o n c e n t r a t i o n in some T h e first concerns
areas of v e r y large n u m b e r s
will In the planning of the expansion
attach i m p o r t a n c e .
the
courses, the G o v e r n m e n t
to see p r o v i s i o n also of the widest possible range
for
Alongside
of
to the number
of f u r t h e r
of
education
to provide advanced f u l l - t i m e and
sandwich
courses, but leaves room for expansion of such p r o v i s i o n in m a n y
of those colleges
that already make it.
extremely difficult
to see how a s m a l l or isolated
education c a n hope to m a k e on its o\m
higher e d u c a t i o n that
lh'7.
The same factor makes
it w o u l d
college
of
the w i d e r c o n t r i b u t i o n
to
like.
Side by side w i t h T h e r e remains a third relevant f a c t o r .
the expansion of s o c i a l demand for higher e d u c a t i o n w i l l g r o w
expectation that w h e r e v e r possible
p r o v i s i o n of c o u r s e s
should
made w i t h i n reasonable r e a c h of their homes f o r part-time
who w i s h
to combine
s t u d y w i t h employment;
v$
Hi m
:
r
i mf
3
t
Ixil I u
m w
S A
a
ha &\J & I lm i -a
the be students
there is also a need for a higher p r o p o r t i o n of full-time students
p
it
to be b a s e d at h o m e . This r e i n f o r c e s
past
the need
to give even more a t t e n t i o n
to the g e o g r a p h i c a l d i s t r i b u t i o n of
than in
opportunity. the C O L L E G E S OF E D U C A T I O N 148.
T h e G o v e r n m e n t ' s plans will requi.re more
Earlier
sections h a v e already
1981 (subject
indicated
to u n c e r t a i n t i e s
about
teachers.
a potential demand by
the future
birthrate)
made up as f o l l o w s :
i.
465,000
about
(full-time
e q u i v a l e n t ) qualified
t e a c h e r s needed not m e r e l y to m a i n t a i n
existing
staffing standards for p u p i l s aged 5 and over,
in the face of increased
age d i s t r i b u t i o n ,
numbers and the changing
but to secure the p r o g r e s s i v e
further staffing improvement
Government are planning
i i .
(paragraph
5'' ) ;
u p w a r d s of 2 5 , 0 0 0 for pupils below the age of 5 ,
to staff the planned
20,000
about
expansion
of nursery
education
32);
(paragraph
iii.
f o r w h i c h the
to permit, without
loss of s t a f f i n g
s t a n d a r d s , the release of teachers f o r in-service
training and of probationers who w i l l be under-"
talcing additional
period
training d u r i n g their
1
f o l l o w i n g the G o v e r n m e n t s
these r e c o m m e n d a t i o n s
Government
propose
acceptance o f
of t h e James Report
72).
(paragraph
I n order to be ready
induction
to meet t h e s e n e e d s w h e n the time c o m e s , the
- as in p a r a g r a p h 52 - that p l a n n i n g should be
directed to securing the employment
equivalent) qualified
of about
510,000
school teachers in m a i n t a i n e d
(full-time
schools by
1 981 .
149.
require
T h e attainment, o f a teaching force of this size will not
its present
indefinitely,
g r o w t h by 1 8 - 2 0 , 0 0 0 a y e a r to be continued
T h e r e must
the rate of r e c r u i t m e n t .
mainly
soon,
therefore, be some reduction i n
The s c h o o l s recruit
from t h r e e s o u r c e s : direct
courses i n the colleges
f"a (R\ P'j
[.1
teachers
three and four
year
and p o l y t e c h n i c d e p a r t m e n t s of e d u c a t i o n ;
p fi*\ ! ? fM!*v? [5 f% fi 1 fl 8 j . I Is a
k 9 -'- f-3 i s u s ; a 1
h3 w w s I P I s HI
-60­
n
from
their
sU-Uk,
direct
and
from the one y e a r p o s t g r a d u a t e courses in u n i v e r s i t i e s c o l l e g e s ; and from among the large numbers
of qualified t e a c h e r s , mainly married women, w h o are out of service and c a n be The effect o n the colleges of a t t r a c t e d b a c k into the schools.
the reduction in recruitment w i l l depend
of employers
150.
among these three s o u r c e s . O n present
can make
in part on the preference trends t h e best
estimate w h i c h the Government
is that the n u m b e r of i n i t i a l training- places
required
in the colleges and p o l y t e c h n i c d e p a r t m e n t s of education by 1981
will b e 6 0 - 7 0 , 0 0 0
114,000*1.
compared w i t h the 1 9 7 1 - 7 2
figure of about
This w i l l involve stronger competition for entry to
training than in the past, w i t h t h e w e l c o m e result that
This figure of 6 0 - 7 0 , 0 0 0 assumes
will be raised s u b s t a n t i a l l y .
that a f t e r a l l o w i n g f o r the increase
in the provision to be made
by the u n i v e r s i t y d e p a r t m e n t s o f e d u c a t i o n noted
in the c o l l e g e s .
w i l l h a v e to be increased
W i t h i n t h e same broad
emphasis
134,
in p a r a g r a p h
such e x p a n s i o n as is needed in one year postgraduate
take p l a c e
standards
courses
total
will
there
on training f o r nursery
education.
151.
P r o v i s i o n w i l l be needed to give effect to the G o v e r n m e n t ' s
d e c i s i o n greatly
to expand the n u m b e r and variety of in-service
courses and to r e i n f o r c e the i n d u c t i o n p r o c e s s for teachers,
released for- the purpose d u r i n g
their first year of service.
This]
task w i l l fall not only on the colleges; it will be shared by the
university departments
and p r o f e s s i o n a l
of education,
c e n t r e s , the advisory
a u t h o r i t i e s and HM I n s p e c t o r a t e .
be two-thirds,
of about
15,000
the polytechnics,
the teaching
full-time
is that the number
staffs of local
education
I f the c o l l e g e s ' share were to
load would add u p to the equivalent
students by 1 981 .
The outlook therefore,
of places in the colleges devoted
p r e p a r a t i o n of t e a c h e r s "will be reduced by 1 981
152.
teachers'
T h e quality and experience
to the
to 7 5 - 8 5 ) 0 0 0 .
of t h e i r staff and the strength
of their physical r e s o u r c e s admirably
equip a number
At present some 3 , 0 0 0 of this total of 1 1 4 , 0 0 0 initial training p l a c e s are in p o l y t e c h n i c s . of the
c o l l e g e s to share
in. the
Government
that, subject to what was said
some
intend
e x p a n s i o n of higher education.
colleges either singly
or jointly
period into m a j o r institutions
The
in paragraph 1 4 5 ,
should d e v e l o p o v e r the
of higher education
concentrating
on the arts and h u m a n sciences, w i t h p a r t i c u l a r reference
their a p p l i c a t i o n
be
encouraged
in teaching and other p r o f e s s i o n s .
to combine
o t h e r colleges
to
Others
will
forces w i t h n e i g h b o u r i n g p o l y t e c h n i c s
of further e d u c a t i o n to fill a somewhat
or
similar
role .
153-
of the 1 60
Many
and i n c o n v e n i e n t l y
colleges are, h o w e v e r ,
located
purpose institutions.
exclusively
emphasis
rather than
general
to be
needed
Some
centres.
S o m e must
teachers
5
face the possibility
to be converted
may
Open
recently-initiated.
a place in. the expansion, of
course they w i l l have
and
that in due
to n e w p u r p o s e s ;
some may
to close .
[
The G o v e r n m e n t
complete
know
that some
colleges would
i n t e g r a t i o n w i t h the u n i v e r s i t y
e d u c a t i o n and
such i n t e g r a t i o n would need,
to be planned a c c o r d i n g l y :
to become
population
effective
higher
this in the
educationally j
i n the long run, to be complete
staff,
should
concerned.
be
A u n i v e r s i t y ' s numbers
target numbers
set out i n Sections
The Government
14 and
thus enlarged,
fox- the
p r o v i d i n g and. g o v e r n i n g
bodies
i LV
Li J li
-62­
the
of many of the v o l u n t a r y
I J&a la
would
15.
not u n a w a r e of the d i f f i c u l t i e s , will, w i s h to
%B ii." liKi a
on
university
h a v e been p l e a s e d to learn that
j
encouraged
forces w i t h another h i g h e r education i n s t i t u t i o n
of the total
and
students and courses would need ji
do not b e l i e v e that a college
any lesser b a s i s .
form part
T o be fully
like a m o r e
equal and integral p a r t s of the i n s t i t u t i o n
The Government
to combine
sector of
that some u n i v e r s i t i e s would w e l c o m e
case of p a r t i c u l a r c o l l e g e s .
while
continue
initial training.
on the lines of the experiment
professional
155.
larger
strength by reciprocal a r r a n g e m e n t s w i t h the
O t h e r s may find
154.
into
small
for p u r p o s e s of teacher e d u c a t i o n with, increasing­
s e e k greater
need
Some of these w i l l
on. in-service
University
for development
comparatively
colleges,
participate
I
in these d e v e l o p m e n t s
outside
t e a c h e r e d u c a t i o n and look
to further c e n t r a l and regional d i s c u s s i o n s ,
in which they
the local e d u c a t i o n a u t h o r i t i e s w i l l
join,
p a r t i c i p a t i o n c a n best be a r r a n g e d .
Difficult
organisation
grant
and
to consider how
finance will be involved and
to some form of a s s i s t e d
status might
forward problems
of
a change from
hope such
direc contribute to a solution. 156.
most
The last few p a r a g r a p h s can leave no doubt
of them earnestly
that if, as
wish, the c o l l e g e s of education are
find a fuller and
firmer place in the higher education
their staffs must
face m a j o r c h a n g e s .
i n i t i a t i n g c o n s u l t a t i o n s about the
the l e g i t i m a t e
adversely
157'
The Government
fairest w a y s of
i n t e r e s t s of teaching
to
family,
w i l l be
protecting
staff w h o might be
affected.
These d e v e l o p m e n t s h a v e many
o r g a n i s a t i o n of the n o n - u n i v e r s i t y
which is the subject
implications
f o r the
sector of h i g h e r
of the next S e c t i o n .
education,
ORGANISATION ()F HIGHER
153'.
EDUCATION
Last y e a r , after long and h e l p f u l d i s c u s s i o n s b e t w e e n
Secretary of State and the l o c a l authority a s s o c i a t i o n s ,
the
it w a s
agreed in principle that improved a r r a n g e m e n t s w e r e n e e d e d f o r
co-ordination and p r o v i s i o n of h i g h e r education
u n i v e r s i t y sector if the a n t i c i p a t e d
planned
to the best a d v a n t a g e .
adjourned
programme
in the n o n ­
of e x p a n s i o n was to be
These discussions were
temporarily
partly b e c a u s e the a s s o c i a t i o n s were h e a v i l y
the reform of local government
to anticipate
and p a r t l y b e c a u s e
the recommendations
the
engaged
it w a s not
of the James C o m m i t t e e .
with
possible
The
discvissions w i l l shortly be resumed and w i l l be m u c h h e l p e d b y the
recent d e c i s i o n of the a s s o c i a t i o n s
to set u p the L o c a l
Higher E d u c a t i o n Committee wdiose f u n c t i o n it is
advise
on the provision,
co-ordination
T h e earlier d i s c u s s i o n s w e r e
planning only o f the p o l y t e c h n i c
"to c o n s i d e r
concerned
programme
at first w i t h
but w e r e soon
direct
of the d i f f i c u l t y
grant v o l u n t a r y colleges
160.
T h e logic
The
system
the
government
expenditure.
of the conclusions
recorded
in this White P a p e r
that, leaving aside those c o l l e g e s w h i c h find t h e i r eventual
in a u n i v e r s i t y ,
the s u b s t a n t i a l b r o a d e n i n g of f u n c t i o n
for the great m a j o r i t y of c o l l e g e s
much closer a s s i m i l a t i o n
expands and d i v e r s i f i e s
sister college
Put
proposed
their
of the n o n - u n i v e r s i t y
another way,
sector
a college
which
- either alone or b y joining forces w i t h a
or a f u r t h e r e d u c a t i o n i n s t i t u t i o n - e n l a r g i n g
range of its courses and e x t e n d i n g
its clientele
- w i l l not
easily d i s t i n g u i s h a b l e by f u n c t i o n from a p o l y t e c h n i c
further education
is
home
of education w i l l involve
into the rest
of f u r t h e r and h i g h e r e d u c a t i o n .
need
remained
of fitting
into a system of local
finance based u p o n the p o o l i n g of
the
broadened
courses.
to include the colleges of education in a reformed
least b e c a u s e
of
sector",
to cover all the colleges that p r o v i d e advanced
unresolved, not
and
and future d e v e l o p m e n t
higher education in the local a u t h o r i t y
159-
Authorities'
college.
64 or
be
other
the
161 .
T h e C h u r c h of E n g l a n d Board of E d u c a t i o n have
general sympathy and support for what
expressed
the Government
wish
their
to
achieve on the tinder standing shared w i t h them that n o t h i n g must
done w h i c h w i l l obscure the special
the c r e a t i o n
Catholic
insights they have brought
of educative communities.
clear that
to
D i s c u s s i o n s w i t h the R o m a n
authorities and other v o l u n t a r y bod.ies about
their colleges
be
the future
are s t i l l at a p r e l i m i n a r y stage, and it is
they w i s h to m a i n t a i n their c o n c e r n for
of
already
the training
of
teachers.
162.
T h e renewed discussions w i t h the a s s o c i a t i o n s w i l l need
only to r e t u r n to all these questions but also to review
composition,
functions
and boundaries
Councils for F u r t h e r E d u c a t i o n .
if it proved p o s s i b l e
those to be d e t e r m i n e d
of the R e g i o n a l
for the proposed regional
the
Advisory-
There would bo obvious
to define n e w b o i m d a r i e s w h i c h
not
advantages
coincided
co-ordinating
committees f o r teacher training.
In b o t h contexts the problems
by the c o n c e n t r a t i o n of colleges
in the G r e a t e r L o n d o n area and.,
the south-east
region w i l l require separate
w i t h the Inner L o n d o n E d u c a t i o n Authority,
d i s c u s s i o n , not
the U n i v e r s i t y
London and the L o n d o n Institute of E d u c a t i o n .
with
of
posed
least
PUBLIC
1.63'
EXPENDITURE.IMPLICATIONS
The p r o p o s a l s d e s c r i b e d
to be implemented,
in the previous sections are
in the m a i n , d u r i n g
the present d e c a d e .
indication of the costs of c e r t a i n of these measures has
given in the a p p r o p r i a t e
some i n d i c a t i o n of how
sections;
l6k.
to be e d u c a t e d
number is u n c e r t a i n .
pace of development
expenditure
development
then are not born y e t , and
of
these new m e a s u r e s according
which have not b e e n u n d e r review
further education, adult
Within
1
e d u c a t i o n and special
training f o r t e a c h e r s ) that could result
set out earlier in this p a p e r w e r e achieved
Table
2 gives
the expansion
by that
some
on
primary
in-service
initial
if the
are
included
prices.
sector.
the c a p i t a l expenditure n e c e s s a r y
of n u r s e r y p r o v i s i o n and for the e x t e n s i o n
Moreover, as explained
to be started
in
in p a r a g r a p h
the l a t e r
growth of s c h o o l p o p u l a t i o n ,
to provide for m o v e m e n t
33?
part
for
of i n ­
training w o u l d have b e e n almost w h o l l y i n c u r r e d b y
in the 1 9 8 1 - 8 2
aims
date.
such an i n d i c a t i o n for the schools
and is a c c o r d i n g l y not r e f l e c t e d
education
(including
A l l the f i g u r e s are at 1972 S u r v e y
On the above a s s u m p t i o n ,
service
to offer
figures f o r 1 9 7 1 - 7 2
Provisional o u t - t u r n e x p e n d i t u r e
of
education.
in 1 9 8 1 - 8 2
1931
figures.
few new s c h o o l places w i l l
of this decade
to c a t e r for
though there w i l l still b e a need
to n e w housing
areas. ,CS (Tk hi it" R fr^fipftfl"BP a n a
w \iu u Q a a fma UIA i3 vj a a f j
-66-
non-advanced (including n u r s e r y p r o v i s i o n and
training f o r t e a c h e r s ) and on h i g h e r education
from
can be eg
of the orders of m a g n i t u d e of e x p e n d i t u r e
and secondary schools
proposed sectors
on this occasion,
these l i m i t a t i o n s , it is possible
for c o m p a r i s o n .
the training
And no forecast
this stage for the important
the to
to the
of p r e - s c h o o l e d u c a t i o n and In-service
usefully offered at
indication
the response
Many
their
T h e G o v e r n m e n t must be free to v a r y
parents and teachers r e s p e c t i v e l y .
need
on
1901-82.
circumstances, including f o r example
166.
to give
T h i s can n a t u r a l l y be o n l y a v e r y tentative f o r e c a s t .
of the children
I65.
Some
been
this section attempts
the p a t t e r n of public
education might h a v e changed b y
intended
" .
Public E x p e n d i t u r e
o n maintained
Nursery, Primary r and Secondary
1 9 7 2 SurVey pri c e s
£m:
!
Recurrent
U n d e r fives
1 9 7 1 - -72
1981-82
actual
assumed
42
120
6
50
755
1035
In-service training and
indue tion
Fives and o v e r :
t e a c h e r s ' salary
costs
Fives and o v e r :
other costs
Total
School
520 337
ll4o recurrent
Capital Basic
needs
Replacement
and
improvement
277
100
3k
100 Total
capital
311
200 Total
Schools
l'i51
1925 167 -
A similar i n d i c a t i o n for
Table 3 -
No d i v i s i o n of this
usefully be a t t e m p t e d
TABLE
so far
the h i g h e r e d u c a t i o n sector is g i v e n ij
e x p e n d i t u r a by type
can
ahead.
3
Public E x p e n d i t u r e on Higher
Education
£m:
Recurrent
Capital
Total H i g h e r
168.
of institution
Education
T h u s on the basis of the assumptions
1 9 7 2 Survey prices
1971-72
1981-82
actual
assumed 575
109
684
made in the
940 180 1120 preceding
paragraphs, the total annual e x p e n d i t u r e i n these two sectors
­
which together amount
to some three-quarters but not the
of the e d u c a t i o n expenditure w i t h i n
- could rise b y some £ 9 1 0
responsibility
1 9 7 1 - 7 2
to
the S e c r e t a r y of
1981-82,
from
which w o u l d be equivalent
State's
m i l l i o n over the
m i l l i o n to some
£ 2 1 3 5
whole
to an a n n u a l rate
decade
million;
£ 3 0 ^ 5
of g r o w t h of some 3 . 6 % .
This average d i s g u i s e s , h o w e v e r , the v e r y d i f f e r e n t r a t e s
which, m a i n l y f o r d e m o g r a p h i c r e a s o n s , characterise
sectors.
Thus
in the schools
the equivalent
a n n u a l rate
for
2 . 3 $
the decade
For the h i g h e r e d u c a t i o n sector, where
the
1 9 6 0 s
of g r o w t h of
sector alone w o u l d be some 2 . 9 $
compared w i t h a figure of
gave a n a n n u a l g r o w t h rate
the c o r r e s p o n d i n g
the
5
individual
expenditure
1 9 6 1 - 6 2
to
1 9 7 1 - 7 2 .
expansion
over that d e c a d e of
to
growth
w h i c h m a y be
the v e r y rapid
figure for the decade
of
6
of
.hjo ,
1981-82
w o u l d be
These p r e c e n t a g e figures are v e r y v u l n e r a b l e
to the some
5 . 1 $ .
I69.
uncertainties
significance
of l o n g e r - t e r m f o r e c a s t i n g ,
in t h e m s e l v e s .
But,
taken together,
the G o v e r n m e n t ' s i n t e n t i o n to continue
service;
total.
programme w h i c h b u i l d s u p o n
they
their judgment
rates of expansion w i t h i n
The Government b e l i e v e
that
great of
illustrate the e x p a n s i o n of the
and, at the same time, reflect
intentions as to r e s p e c t i v e
and are n o t
and
the
education
growing these constitxite a b a l a n c e d the successes already a c h i e v e d and
match, as they d e v e l o p , the different
requirements
of the
will decade ahead. After discounting
the impact
of the relative price
effect