APPENDIX THE PRESENT STRUCTURE OF POST -COMPULSORY

16 to 18 (See also Chapter 2)

Compulsory schooling was extended from age 15 to 16 in 1972-3. Most full-time education 16-18 is provided in school sixth forms which mainly offer academic courses (at G.C.E. 'A' level) leading to , although provision is increasingly being made for less able students and for those who want commercial and other vocational but non-technical courses. The chief alternative sources of full-time education (for about 30 per cent of the full-time students aged 16-18) are the of , often still called technical colleges, which provide for students of any age beyond 16, academic courses to 'A' and '0' level, plus a wide range of vocational courses in such areas as technical studies, commerce and design. The most important development in the 1970s is the appear• ance of tertiary colleges: colleges of further education which take in all the full-time students over 16 who formerly stayed at school in the sixth form. Although there were only ten (scat• tered among six local education authorities) in September 1976, both the Secretary of State for Education and Science and the Permanent Secretary of D.E.S. early in 1977 declared their interest in this third stage in the development of a compre• hensive system. 'fhere are, however, three chief obstacles to the emergence of tertiary colleges as the basis for the next stage in comprehensive reorganisation: 94 Appendix 95

UPPER SECONDARY, FURTHER AND HIGHER EDUCATION TODAY THE PUBLIC SECTOR THE (administered by LEAs.' (.II'- apart from a small AUTONOMOUS number of independent SECTOR schools and voluntary collegeslinstitutes of I I FURTHER FURTHER POLYTECHNIC COLLEGEI education/higher EDUCATION EDUCATION (mainly INSTITUTE (mainly education) (TERTIARYI advanced OF _need cour.for (mainly COLLEGE cour.. ; EOUCATIONI full-time full-time non- (mainly HIGHER advanced non- and part- students) I EDUCATION courses; advanced tim. I , full-time eourses; students) (formerly and part- full-time teach.r I SIXTH SECONDARY time and part- tfaining I FORM students) time only; SCHOOL ,I COLLEGE students) mainly full-time studentsl 1S------

I I S I X T H 17- F 0 I R M ifull-time students only) 16 ------~

14-

13- C"--' 12 - -

11_ '-- (1) (21 (31 (41 (51 (61 (71 (SI (91 (101

DIAGRAM (not to scale) showing: Patterns of with sixth forms (for full-time students only) in: (1 ) 11-18 (2) 12-18 (3) 13-18 (4) 14-18 (5) separate 16-18 Patterns of further and higher education: (6) further education college, including some full-time and all part-time students aged 16-18 (except those at evening institutes) (7) further education (tertiary) college, including all full-time and part-time students aged 16-18 (except th9$8 at evening institutes) (8) polytechnic: the public sector's alternative to university, but taking both fUll-time and part-time students (9) college of education/college or institute of higher education: formed from the former teacher training college, now brought more clearly into the public sector (10) university: independent of LEAs; constitutionally independent of DES, but dependent on the Treasury for finance 96 Towards the Comprehensive University

(1) their size - probably 5000 students in all, though this might mean only 2000 students in attendance on anyone day, of whom c. 1300 would be full-time. The wide• spread transfer of 16-year-olds to such a large estab• lishment, adult in its whole organisation and procedures, could arouse strong opposition; (2) the fact that 70 per cent of existing comprehensive sec• ondary schools have been recently designed, usually after arduous planning and long and intensive debate, for the traditional sixth-form pattern; (3) in particular, the vigorous growth of 'community col• leges' based on upper comprehensive schools from 13 or 14 to 18, where adults who so wish may join the ordinary school classes, and school pupils may join adult learning and social groups in the evenings - experiences which promote mutual understanding and enrich the life of the local community. Such developments may encourage second thoughts about a clear break at 16.

There were seventy-two sixth-form colleges in September 1976, varying in size from 300 to 1000 students aged 16-18. They represent a halfway house between school sixth forms on the one hand and tertiary colleges on the other. Frequently devel• oped from grammar schools, they remain basically academic institutions preparing students for' A' level, but they also offer a limited range of vocational (usually excluding technical) courses for students with different interests and levels of ability. The great majority are non-selective in the sense that they only require to be satisfied that a candidate for admission intends, and is likely, to work satisfactorily according to his ability.

The Youth Service

Local education authorities collaborate with a number of vol• untary bodies to provide, staff and support youth clubs and centres offering informal education, recreation and social train• ing principally to young people aged about 14-19. There are six Appendix 97 two-year courses of training for youth leaders and nearly 3000 full-time youth and community workers, plus many thousands of paid and voluntary part-time youth workers. Even so, the youth service continues to come low in the scale of education and social priorities in England, providing mini• mum facilities mainly for already deprived teenagers who have left school as early as possible. Its future almost certainly lies in association or integration with comprehensive community col• leges usually based on schools, such as those in Cambridgeshire and Leicestershire, rather than in its continued existence as a separate entity. This was the most striking recommendation of the report on routh and Community Work in the 70s (published 1969): that the main role of the Youth Service should be to provide education and experience for membership of 'the active society', in which all would share in the decision-making processes which shape their lives, especially in their local neighbourhood community. However, administrative wrangles between different Government departments over their responsibilities in the wide-ranging field envisaged by the report held up a decision on its implementation, and eventually (1971) Margaret Thatcher rejected this farsighted concept. Some L.E.A.s have neverthe• less proceeded with their own arrangements along similar lines; but the opportunity for a major national advance, which would have put the social education of young people on to a wholly superior plane, was lost.

Further Education

There are precisely 700 establishments of further education, and the picture is one of great diversity. It includes polytech• nics; colleges of technology and the more humble technical col• leges; colleges of commerce and of art; agricultural colleges and farm institutes; recognised independent establishments (in• cl uding fifty-five teaching English to foreign students); and evening institutes. Courses are offered in vocational and aca• demic subjects from craft to professional level, and from G.C.E. level to first and higher degrees. There is also provision - though unevenly - for cultural and leisure activities. Study may 98 Towards the Comprehensive University be full-time, 'sandwich' (periods of study in college alternating with practical training in industry), part-time day, or evening only. Altogether there are 1.8 million full-time and part-time students in 'major establishments' apart from a further 1.7 mil• lion students in more than 6800 evening institutes. In addition, there are some 270,000 students in courses provided by 'Re• sponsible Bodies', i.e. the , the Workers' Edu• cational Association and the Welsh National Council of the Y.M.C.A. The provision of further education is co-ordinated by Regional Advisory Councils, of which there are ten covering the whole country. They are particularly concerned with the approval of new courses and the discouragement of competition among colleges and other bodies for students, which is detri• mental to the service as a whole in the region. The role of these councils, together with the need to take into account the need for similar co-ordination of teacher training following the demise of Area Training Organisations, is now under review.

The Polytechnics

The thirty polytechnics are essentially institutions of higher education in the further-education sector, maintained by L.E.A.s (except in Inner London, where they are aided). They were established by the 1964-70 Labour Government, which espoused the notorious 'binary' policy of higher education (see Chapter 3) as an alternative to universities. The 1966 White Paper, A Plan for Polytechnics and Other Colleges, said that 'in the long term, the polytechnics will be expected to concentrate wholly or largely on students of 18 and over pursuing courses of higher education', and would not normally do work below that level. They should not have fewer than 2000 full-time students, plus such part-timers as would be recruited from the areas they served. The number of full-time equivalents (i.e. full-time plus an appropriate full-time equivalent of part-time students) in 1974-5 ranged from 1300-1800 at Preston, Glamorgan, Ply• mouth and Teeside to over 5000 at Manchester. Part-time stu• dent numbers varied from 500 at Plymouth to 10,000 at the City of London Polytechnic. 79 Appendix 99 They have, however, fallen well behind the target set for them by the 1972 White Paper, A Framework for Expansion, of 180,000 full-time and sandwich students by 1981, a target now abandoned by the Government. Polytechnic numbers have re• cently been bolstered by the absorption of several colleges of education. However, it is fairly clear that polytechnics are regarded by the public, and in particular by potential students, as second best to the universities - and this despite their having the most lavish staffing ratio of any in Britain: 7 : 1, compared with the universities' 8 : 1 and the education colleges' 10 : 1. (For example, of 400 first-year stu• dents at a well-established open-access sixth-form college, only 9 per cent said, when questioned recently, that they would prefer to go to a polytechnic; and only six students in the last five years have actually gone to a polytechnic as their first choice.) Naturally it will take time to shed the unglamorous work• ing-class image, and the imbalance of subjects does not help. Social, administrative and business studies (with an extra• ordinary concentration on management studies) take most stu• dents: 38 per cent. The other main groups are engineering and technology 24 per cent, and science 14 per cent. Architecture and other professional studies command only 8 per cent of the students, the arts (including language and literature) 6.5 per cent, health and welfare 4.5 per cent and education 3.5 per cent.

The Universities

'Universities', said the Committee of Vice-Chancellors and Principals in a memorandum to the Secretary of State for Edu• cation and Science on the 1972-7 quinquennium, 'exist to extend and disseminate knowledge, to preserve the standards of scholarship and to inculcate in those they teach a capacity for critical analysis'. In other words, their two main functions are seen to be teaching and research - but the latter is in practice rated much more highly than the former and, in consequence, carried out far more efficiently. However, the student: staff ratio (8 : 1) is less favourable than that of the polytechnics, although the university's additional commitment to research is 100 Towards the Comprehensive University very much greater. There are thirty-four universities in England and Wales, with an estimated full-time student population in 1977-8 of 281,000 including some 24,000 students from abroad. 80 The subject groups with the highest undergraduate enrol• ment in 1974-5 were: science 25 per cent, social, administrative and business studies 22 per cent, arts (including language and literature) 22 per cent, engineering and technology 16 per cent, medicine, dentistry and health 11 per cent. The study of edu• cation occupied only 0.3 per cent of the undergraduate student population. The postgraduate figures were similar to the above for the first three categories named, but the proportion in arts and medicine fell away to 14 and 6 per cent respectively. Edu• cation, on the other hand, rose to 19 per cent, the main element being postgraduates who take the one-year course of initial teacher training. Although almost all the universities of England and Wales owe a great deal to local support for their establishment, they all regard themselves as essentially national institutions, recruiting the most able students they can find from all parts of the country and indeed abroad. The proportion of home-based students in British universities, excluding Oxford and Cam• bridge, is now less than one-third of what it was forty years ago:

1935: 54.5 per cent; 1950: 43.8 per cent; 1960: 25.9 per cent; 1970: 17.5 percent; 1974: 17.1 percent.

The case for requiring English universities to return to the former practice of recruiting undergraduates primarily from the local area (which Lord Haldane supported and which already happens, of course, in Scotland) has been urged increasingly in recent years, and was a specific recom• mendation by the Association of Education Committees in their evidence on the proposed new Education Act in 1969.

The Open University

The Open University, launched in 1971 with its headquarters Appendix 101 based appropriately at the new town of Milton Keynes, pro• vides for adults, mainly over the age of 21, part-time courses leading to degrees and some post-experience courses by a com• bination of television, radio, correspondence, tutorials and short residential courses. No formal academic qualifications are required for entry and places are offered on a 'first come first served' basis, subject to adjustments seeking to spread entry fairly uniformly across the regions and, a much more difficult task, to some extent across the occupational groups. Thus tea• chers, though comprising only 1.6 per cent of the adult popula• tion, formed 33.4 per cent of all registered students and 53.1 per cent of 'ordinary' graduates in 1975; while the corresponding figures for workers in farming, mining, manufacturing, com• munications and transport - a group comprising 22.7 per cent of the population -were 2.6 and 1.1 per cent respectively. 81 The rush of teachers to The Open University is, of course, an indict• ment of the failure of other universities to provide for them satis• factorily - a situation discussed in Chapter 4. The Open University is under criticism for its preoccupation with the traditional levels and content of academic study, and for failing to provide the broad highway of adult education which some pioneers of the idea envisaged. Its impact has nevertheless already been substantial: 15,800 students obtained O. U. degrees over its first four years, and about 11 per cent of those taking first degrees in British universities in 1976 were students of The Open University. Already it has well over 50,000 students on the books. It has recently embarked on col• laboration with other institutions, together with a more active role in the field of adult and . 82 Collaboration will reduce the in-built handicap of being a relatively inflexible and primarily one-way system of communi• cation, in which the daily interaction of tutor and student, normal and invaluable in traditional colleges, universities and adult-education classes, cannot take place. A system of stan• dardised courses, in which the students can have little say in the curriculum and which cannot be changed to meet the needs of a particular student, runs against a strong current trend of edu• cational thought and practice the world over. There are also fears that we may be seeing the birth of a giant monopoly influ• ence in educational publishing and hence a potential threat to 102 Towards the Comprehensive University the dissemination of ideas not in vogue at Milton Keynes. For these reasons, although The Open University has won a signifi• cant place in the English educational system as both innovator and auxiliary, basic reform must come from reorganisation and renewal of the established post-school system.

Colleges of Education/Colleges and Institutes of Higher Edu• cation

In 1974 there were 159 teacher-training colleges, institutions whose raison d'etre had been mainly the staffing of primary and secondary modern schools. In 1960 they were renamed 'col• leges of education' to indicate that their work in preparing stu• dents to become teachers was not only one of developing skills but involved great depth and breadth of personal and social ex• perience also. These colleges are now in the final stages of a major reorganisation, which has involved the closure of some, the merger of others with polytechnics or other colleges, and upheaval in the planning and teaching of academic and pro• fessional courses for practically all. Hitherto, the colleges had been a link between the two sides of the binary system, enjoying close ties with both L.E.A.s and universities but in general favouring a move towards the latter. Now they are required to take their place unequivocally in the public sector, though in some cases universities are continuing to validate the award of certificates and degrees. Their experi• ence, and that of the Area Training Organisations which brought together all the major partners in education during the thirty post-war years, is so significant in any reappraisal of further and higher education with a view to comprehensive reform that it is given special consideration in Chapter 5. Nearly all the surviving colleges which remain outside uni• versities and polytechnics, whether singly or as part of a colle• giate 'Institute', have been required to develop courses other than those concerned with teacher training. It is expected that when reorganisation is complete in 1981 there will be thirty-five single colleges and nine institutes of higher education. Appendix 103 Liberal Adult Education

The heart and inspiration of the adult-education movement has long been the Workers' Educational Association (W.E.A.) formed in 1903 by Albert Mansbridge, a cashier with the Co• operative Permanent Building Society, with an initial capital of 2s 6d from the Mansbridge housekeeping money. It now has nearly 1000 branches throughout the , grouped in twenty-one districts. It is an independent body, sup• ported by an annual Government grant and by fees paid by stu• dent members of all ages beyond compulsory schooling. It works in close association with university extra-mural depart• ments in the provision of weekend courses and conferences, of which the most important types are three-year tutorial courses of degree standard (provided by universities only), one-year sessional courses and terminal courses lasting about twelve weeks. It also provides courses for shop stewards and other in• dustrial workers throughout the country, in conjunction with trade unions and managements. Co-operation with L.E.A.s in various fields is being strengthened. As a matter of principle the W.E.A. has always set its face against making awards such as certificates or diplomas at the end of its courses, but the univer• sities and residential colleges are gradually introducing them. Residential courses of one or two years are available for some 500 students in all at six long-term residential adult education colleges: Coleg Harlech (Merioneth); Fircroft and Hillcroft (Birmingham); the Co-operative College (Loughborough); Plater College and Ruskin College (Oxford). The principal subject groups offered by universities and the W.E.A. with the number of students enrolled during 1973-4 (the most recent published figures) are as follows: arts (lan• guages, literature, music and the visual arts) 75,500; social studies (including geography, politics, economics and international affairs) 46,400; history and archaeology 46,000; sciences 36,500. In all, 269,400 students followed 13,600 courses of serious study in adult education during that year: a programme which, quietly impressive, can certainly stand alongside the far more expensive investment in full-time stu• dents at both universities and polytechnics. At the same time L.E.A.s were providing a great variety of short courses for 104 Towards the Comprehensive University 67 ,SOO students in various colleges and centres. The Russell Report on Adult Education (1973) recom• mended that this basic system should remain unchanged, though it proposed detailed improvements in organisation and finance. Russell defined the three main areas of adult education need as:

I. continuation of formal education throughout life, and in• cluding remedial and second chance education; II. personal self-fulfilment, e.g. artistic, creative, physical, in• tellectual activity; III. education for community work, e.g. as shop steward or vol• untary worker. The Report suggested that alongside the traditional courses greater emphasis should be placed on classes in factories, in deprived areas, and with groups such as Oxfam and Shelter.

The Report was shelved by successive governments until Shirley Williams in 1977 set up a new Advisory Council for Adult and Continuing Education. REFERENCES

B.B.C. Dimbleby Lecture, 31 Oct 1972 (The Listener, 2 Nov 1972). 2 Letter from Winston Churchill in reply to Vincent Tewson, general secretary of the Trades Union Congress, on pro• posed cuts in grants for adult education (The Times, 14 Mar 1953). 3 Home Universities Conference (1958) Report of Proceed• ings (Association of Universities of the British Common• wealth) p. 91. 4 At the , 1969. 5 The name was changed to 'Department of Education and Science' in 1964. 6 Secondary Education for All: a policy for Labour (London: Allen & Unwin for the Labour Party, 1922) pp. 7 and 28. 7 Cf. Robin Pedley (with H. C. Dent, Harold Shearman, Eric James and W. P. Alexander), Comprehensive Schools Today (London: Councils and Education Press, 1955). 8 Robin Pedley, Comprehensive Education: A New Approach (London: Gollancz, 1956). 9 Census 7971: Great Britain: Economic Activity, Part IV (70% sample) (London: H.M.S.O., 1976). 10 Cf. John Bremer, A Matrix for Modern Education (Toronto: McClelland & Stewart, 1976) pp. 84-9. 11 There is no alarming flight from science and engineering in universities, though there is some over-provision of places: after a sharp drop in 1973 the number of home students ad• mi tted has steadily recovered: 106 Towards the Comprehensive University

1973 1974 1975 1976 Science 16,319 16,566 16,706 17,074 Engineering 7,819 8,040 8,462 8,904 (Sources: U.C.C.A., 13th and 14th Reports.)

However, there is certainly over-provision in these fields in polytechnics, where it is reported that 100 out of 700 degree courses, mainly those in science and technology, in 1974-5 each recruited fewer than twenty students. Seven degree courses were refused permission to start because they had no more than a dozen suitable applicants (The Times Higher Education Supplement, 14 Nov 1975, pp. 1 and 32). 12 Learning To Be (Paris: UNESCO, 1972) preamble p. xxxix. 13 Statistical Supplement to the 13th Report of the Universities Central Council for Admissions (U.C.C.A.) (Sep 1976) tables A, HI andM2. 14 Learning To Be, preamble p. xxviii. 15 Ibid. p. 73, table 6. 16 The Times Higher Education Supplement, 16Jan 1976. 17 After 16 (Association of Colleges for Further and Higher Education, and Association of Principals of Technical Insti• tutions) p. 39, app. 4. 18 Cf. Robin Pedley, 'Five Comprehensive Plans Too Many?', Education, 23 July 1965 19 The Between rears (Reading: Southern Regional Council for Further Education, 1974) pp. 7-12. 20 15 to 18 (London: H.M.S.O., 1959) vol. 1, p. 233. 21 Ibid. p. 458. 22 P. H. Taylor, W. A. Reid and B. J. Holley, The English Sixth Form (London: Routledge & Kegan Paul, 1974) p. 60. 23 The Times Educational Supplement, 21 June 1974, p. 17. 24 The Door Wherein I Went (London: Collins, 1975)p. 142. 25 Robin Pedley, 'County College and Sixth Form', Education, 18 and 25 Feb 1949. 26 R. Wearing King, The English Sixth Form College (Oxford: Pergamon, 1968). 27 D.E.S. List, Feb 1977. 28 After 16, p. 15. 29 Robin Pedley, The (Hamondsworth: References 107 Penguin Books, 1963) pp. 187-93. 30 School and College (London: Routledge & Kegan Paul, 1976) pp. 130-2. 31 G. F. Crump in The Sixth Form College in Practice (London: Councils and Education Press, 1972) pp. 23-4. 32 The Times Higher Education Supplement, 24 Oct 1975, p. 6. 33 In unpublished papers for access to which I am indebted to the Principal. 34 Education, 4 Mar 1977, p. 159. 35 Described in Robin Pedley, Comprehensive Education: A New Approach (London: Gollancz, 1956) pp. 142-4, now avail• able from University Microfilms International, 18 Bedford Row, London. 36 D.E.S. List of Comprehensive Schools, 1977. 37 Robin Pedley, The Comprehensive School (Harmondsworth: Penguin Books, 1963) p. 191. 38 Higher and Further Education (London: Labour Party, 1973) p.28. 39 The Times Educational Supplement, 25Jan 1974, p. 23. 40 'The Education/Training of the 16-18-year-olds' (Rubber and Plastics Processing Industrial Training Board, 1975). 41 Higher Education (London: H.M.S.O., 1963) par. 6. 42 Op. cit. p. 94. 43 Hansard, 24 Oct 1968, col. 1581. 44 Op. cit. par. 31-3. 45 Op. cit. p. 143. 46 M. Kogan, The Politics of Education (Harmondsworth: Pen- guin Books, 1971) p. 193. 47 Lecture at Southampton University, 4 Feb 1974. 48 Hansard, 25 Mar 1965, cols. 766-79. 49 D.E.S. Press Notice, 27 Apr 1965. 50 The Times Higher Education Supplement, 20 Oct 1971. 51 On 1 Dec 1965; reprinted in full in Robbins, The University in the Modem World (London: Macmillan, 1966). 52 School Government Chronicle, Feb 1967, pp. 243-6. 53 D.E.S. Press Notice, 8 May 1969. 54 D.E.S. Press Notice, 14 May 1969. 55 Robin Pedley in Education, 26 June 1970, pp. 707-23. 56 Report of an address in The Times, 10 June 1972. 57 The Polytechnics: a report (London: Pitman, 1974). 108 Towards the Comprehensive University 58 The Times Higher Education Supplement, 12 Mar 1976, p. 13. 59 Ibid. 5 Mar 1976, p. 2. 60 Education, 2Jan 1976, p. 5. 61 Leading article, 21 Nov 1975. 62 The Times Higher Education Supplement, 22 Aug 1975. 63 Report from the Select Committee on Education and Science, Session 7968-9. Student Relations, vol. 1, Commons Paper 449-7 (London: H.M.S.O., 1969). 64 The Times Higher Education Supplement, 6 Feb 1976. 65 Higher Education (London: H.M.S.O., 1963) p.llO, table 37. 66 Education: a framework for expansion (London: H.M.S.O., 1972) par. 150. There were a further 3000 students in poly• technic education departments. 67 Report to the James Committee on the Education of Teachers (Exeter Area Training Organisation, 1971) pp. 14-18. 68 The Learning Society, 1973. 69 Universities Facing the Future, World Year Book of Education 1972-3 (London: Evans, 1972)p. 317. 70 Priorities for Action (Washington: McGraw-Hill, 1973). 71 Universities Facing the Future, pp. 361-2. 72 Education Guardian, 15July1975. 73 The Reform of Higher Education 7975 (Stockholm: Swedish Ministry of Education and Cultural Affairs, 1975). 74 Norway (Paris: O.E.C.D., 1976). 75 Report of the 7975 Conference of European Ministers of Education (Council of Europe, 1976). 76 Cf. the rise of over 8 per cent in university applications for 1976 after a virtual standstill for several years, and the strong indication of a further rise for 1977 (U.C.c.A., 74th Report, Jan 1977,p. 3). 77 Higher and Further Education (London: Labour Party, 1973) p. 39, par. 19. 78 The Outline of History (London: Cassell, 1920) pp. 604-8. 79 Education, 20 Feb 1976, p. 197. 80 U. G. C. Letter to universities, Mar 1977. 81 Open University Digest of Statistics 1977-5 (Open University Press, 1976) Sections A and B. 82 Report of the Committee on Continuing Education (Open Univer• sity, Dec 1976). ABBREVIATIONS

A.C.S.T.T. Advisory Council on the Supply and Training of Teachers.

A.T.C.D.E. Association of Teachers in Colleges and De• partments of Education.

A.T.O. Area Training Organisation: a federal body for the supervision of teacher training in a given area, representing the five main partners - uni• versity, colleges of education, school teachers, local education authorities, and the Depart• ment of Education and Science.

B.Ed. Bachelor of Education degree, which includes the professional qualification required by almost all teachers in maintained schools.

C.E.E. Certificate of Extended Education: an ex• amination designed to assess study for one or two years beyond C.S.E.

C.L.E.A. Council of Local Education Authorities.

C.N.A.A. Council for National Academic Awards.

C.S.E. Certificate of Secondary Education: an ex• amination in one or more subjects intended for the majority of children, normally taken at 16. 110 Towards the Comprehensive University C.U.N.Y. City University of New York.

D.E.S. Department of Education and Science.

Dip.H.E. Diploma of Higher Education (an award fol• lowing a two-year course).

F.E. Further Education (for people who have left school). The official term does not include uni• versities.

G.e.E. General Certificate of Education, normally taken in one or more subjects at Ordinary ('0') level at 16, and likewise at Advanced ('A ') level at 18 years of age.

H.E. Higher Education.

H.M.I. Her Majesty's Inspector (of Schools).

H.M.S.O. Her Majesty's Stationery Office.

I.Q. 'intelligence quotient', or a child's rating (based on specially devised tests) com• pared with the average for his age and expressed as a percentage, the average being 100.

L.E.A. Local education authority: the county or metropolitan district responsible for pro• viding and administering primary, second• ary and further education within its area.

N.F.E.R. National Foundation for Educational Re• search.

O.E.e.D. Organisation for Economic Co-operation and Development.

R.A.e. Regional Advisory Council (on the provision of further education). Abbreviations 111 T.E.S. Times Educational Supplement.

T.H.E.S. The Times Higher Education Supplement.

U.C.c.A. Universities Central Council for Admissions.

U.C.E.T. Universities Council for the Education of Teachers. u.G.C. University Grants Committee (through which the Treasury assesses and pays to individual universities the periodic grants required to meet almost all their capital and running costs).

UNESCO United Nations Educational, Scientific and Cultural Organisation.

W.E.A. Workers' Educational Association.

Y.M.C.A. Young Men's Christian Association.