DOCUMENT RESUME

ED 073 351 AC 014 214 AUTHOR Shearer, J. G. S., Ed. TITLE Year Book of Adult Education in , 1972-73. INSTITUTION Scottish Inst. oflAdult Education, . PUB DATE 73 NOTE 65p.

MIS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS *Adult Education; *Adult Education Programs; Adult Students; Adult Vocational Education; Curriculum Planning; *Foreign Countries; Mass Media; National Programs; Recreational Activities; Student Enrollment; Tables (Data); *Yearbooks; Young Adults IDENTIFIERS *Scotland

ABSTRACT The Year Book of Adult Education in Scotlandfor 1972-73 contains:(1) next [new) business;(2) directory of organizations--Scottish Institute of Adult Education,education authorities, the , the Workers'Educational Association, College, the Open ,university contribution to adult education H.M. Forces, radio and television inadult education, adult education and the libraryservice, adult education in museums, the Scottish Film Council,the Scottish Arts Council, the British Association for the Advancement ofScience, the National Union of Townswomen's Guilds, ScottishWomen's Rural Institutes, adult Christian education within the Churchof Scotland, the Scottish Co-operative Education Association, the Associationof Tutors in Adult Education, post-graduate diplomas in adulteducation; (3) articles concerning adult education and theyoung adult--Youth and Education, Post School Vocational Educationfor the Young Adult, Liberal Studies in the Education of theYoung Adult, The Young Adult and Recreational Activities, The Mass Media andthe Education of the Young Adult, The Informal Education of theYoung Adult, Curriculum Planning for the Raising of the School LeavingAge; and (4)a critique of Studies in Adult Education (Vol.3), edited by T. Kelly, and University Studies for Adults, edited byAllen Parker and S. G. Raybould. (KM) r NE Alfil 7 Pet ARE t_ (1,,,f AriON

FILMED FROMBEST AVAILABLECOPY .YEAR BOOK of Adult 1972-73

published by the Scottish Instiiute of Adult Education 57 Melville Street, EdinburghEH3 7HL

Contents

Page Page

Next Business, by T E. M. Landsborough 3 The Scottish Co-operative Educational Associa- tion ...... 30 Directory of Organisations The Association of Tutors pt Adult Education : Scottish Institute of Adult Education.. 6 South-East Scotland Branch . 31 Education Authorities 8 Post-Graduate Diplomas in Adult Education 32

The Universities . 13 The Workers' Educational Association 15 Trends and Developments: Adult Education and the Young Adult Newbattle Abbey College . 16 The 17 Youth and Education 41 University Contribution toAdult Education Post School VocationalEducationforthe H.M. Forces .. 19 Young Adult 44 Radio and Television in Adult Education 19 Liberal Studies in the Education of the young Adult ...... 47 Adult Education and the Library Service 21 The Young Adult and Recreational Activities . 49 Adult Education in Museums 23 The Mass Media and the Education of the Young The Scottish Film Council 24 Adult ...... 52

The Scottish Arts Council .. 25 The Informal Education of the Young Adult . 54 The British Association for the Advancement of Curriculum Planning for the Raising of the Science ...... 25 School Leaving Age . 57 The National Union of Townswomen's Guilda26 Scottish Women's Rural Institutes .. ..28 Book Reviews Adult Christian Education within the 29 Recent Writings on Adult Education : Critique 60 OFFICE- BEARERS

Chairman Professor J. W. Leitch Adams, The University,

Vice-Chairman Sir Charles Wilson, Vice-Chancellor, The University,

Chairman of Executive Committee Mr. N. Dees, Director, Department of Extra Mural andAdult Education,

Hon. Treasurer Mr. T. E. M. Landsborough, Director of Education,Clackmannanshire

Hon. Editor Mr. J. G. S. Shearer, The Department of Extra rural andAdult Education, University of Glasgow

Hon. Auditor Mr. D. G. Robertson, Director of Education, Selkirkshire

Members of Council Mr. W. H. Bell Mrs. J. H. Mackie Mr. A. B. Cameron Mr. James Malcolm Mr. R. Carus Mr. W. G. Rankine Mr. J. C. Geddes Mr. C. L. Rigg Professor T. N. George Mr. A. G. Robertson Mr. J. Inglis Mr. J. A. Smith Mr. J. Kane Mr. H. Wilkinson Mr. R. H. M Kennedy Mrs. A. Wilson Mr. J. Little Mr. K. A. Wood Dr. J. Lowe Mr. L. B. Young Mr. J. S. Mc Ewan Mrs. M. M. F. Young Mr. H. A. MacFadyen

2 NEXT BUSINESS

T. E. M. Landsborough In the main, however, the work of the (lately Honorary Secretary, Institute has been to hoist the flag and to Scottish Institute of Adult Education) wave itin its annual conference ; and to make representations for an enhanced status Being Honorary Secretary (retired) and for what they regard to be a most important Honorary Treasurer (continuing) is obviously but somewhat neglected sector of the area no adequate protection against the blandish- of public education. To that end they have ments of those who have pressed me into a frequently been suppliants tugging at the thirdfarewell general introductory con- sleeve of the gods for increased budgetary tribution to the Year Book. Mercifully the allocations, for better accommodation for new momentum markedly manifest in the students, for fee levels which would not dis- revivalofcommitteeactivitythatthe courage class attendance, and for experi- mentationin permanent secretariat commands and makes the informal education of progressively possible should ensure that adults. there is no lack of new voices and fresh More recently their supplications have thought to sustain this exercise for future been, in the short term, less altruistic in that issues. they have represented successfully to the The call this year, however, ;s still for Scottish Education Department and to the something that draws on the ancestral Local Authorities that they should be assured memory of the last fourteen years or so, that of an income, albeit modest, which would looks at whatever continuum there is in from September, 1971 provide the basis for Institute policy and achievement, and that a thoroughgoing programme for the pro- takes a look at the continuing aspirations in gressive improvement of the facilities and the light of the contemporary situation. opportunities for the education of adults in Scotland in non-vocational classes and by informal means. THE OLD ORDER THE NEW ORDERWORK IN HAND For the first twenty-five years ofits historytheInstitutehas depended on Finding a home, staffing it and equipping voluntary secretaryship and has for that it have fortunately not monopolised the reason had to accept a somewhat fugitive Institute's activities over the last ter, months. existence with neither the time nor resources Serious attention has been given to the to work out adequately a strategy for the programme priorities. general encouragement and development of Library resources. High among these the education of adults in Scotland. Yet it have been the measures, long overdue, to can be said, not other than modestly, that establisharesource centreofwritten the Institute haE made a significant con- material on adult education. Expert advice tribution to most of the developments that was taken and the evidence indicated that have taken place in the education of adults while collections did exist, mostly in Extra- over the last twenty years. The creation of Mural departments,these werelargely twoExtra-MuralDepartments,there- unclassified and there was noregular organisation of adult education in a large abstractingservice from the periodicals county authority area and the physical which were taken regularly.It was also improvement of Newbattle Abbey College established that the Colleges of Education are but a few of the projects in which the had little or nothing representing the classics Institute or its Council members have been in adult education, did not take the repre- positively influential in the best sense of sentative periodicals nor give temporary that term. display to the ephemera in the field. The fieldofactivitywas,however, The Institute quickly recognised, modestly, necessarily restricted but happily selective. that it could not pretend to a comprehensive

3 collection. It has, therefore, instituted en- the Open Universityintothisfieldin quiries with 0 view to preparing a union January, 1973, with progressively four such catalogue or what does exist in dispersal courses is more likely to stimulate the over the various centres with a view to demand than to meet it, bearing in mind its establishing reasonable national, and classi- limited use of television and broadcasting fiedprovision,including comprehensive time. It would be a legitimate exercise for cover of Scottish works, in due course. theInstitutetoinitiatediscussionsin Special Conferences. The first of the Scotland among the interested parties. special one-day conferences which the Women's Interests. Women are largely Institute propose to conduct was held in the pace-makers and trend-setters in non- Perth. Some forty practitioners in adult vocational informal adult education. They education in the Scottish field, representative formulate demand, they virtually choose of the staff of universities and of Education their instructors and they approve or con- Authorities, confirmed the growing sense demn their choices in the degree with which of community in this branch of education. If ley persistor stay away. This will con- in the day's work much time was spent tinue to be the main stream of that kind of blowing the dust off the perennial issues provision. that was, for the first occasion, under- In recent years, however, there has been standable. What promised well was the another expression of women's interest or insistence that for the next meeting the aspiration. The numbers in the General Institute should provide discussion papers Studies sections of the Technical Colleges on the Reorganisation of Local Government have been vastly inflated by the number of and on Local Broadcasting. women seeking entry by way of S.C.E. Adult Education in Industry. Icotland passes to non-graduate training for teach- has lagged somewhat behind and ing. The over-supply of primary teachers, Wales in the provision of adult education in with its consequent cut-back, by some 30% industry. The Institute, therefore, propose to in College entry, must, therefore, be frustrat- hold a colloquium, in co-operation with the ing to those who planned to follow similar Extra-Mural Department of Glasgow Univer- courses. Yet they have to be credited with the sity, with the Society of Industrial Tutors. same capacity and persistence as those who This sometime in the autumn. Surely a have gone before. growing point. Perhaps their sights could now be set on Publications. The Institute is to continue the Social Services and a more appropriate its policy of publishing its Newsletter twice curriculum planned than that represented in yearly and plans to put copies free of charge the examinations specially designed for into every centre where there is provision for school children. the cucation of adults, and to all voluntary Work here for the Institute? organisations with programmes of informal education for adults. The Two Societies. The answer to the problem of creating a unified society has The Year Book will continue to be just eluded both the economic and the educa- that with articles, featuring as does this tional planners and the greater our affluence issue, trends and developments, and carrying the greater the gulf that exists between those reviews. who are materially and culturally comfortable and the impoverished. Till now those who THE NEW ORDERWORK PENDING provide adult education have been largely concerned with the elite while the Social National and internationaleventsare Worker is already laying obligations on the Institute necessarily committed to the that must be accepted. practical amelioration of the impoverished. There is, of course, no easy answer but no Post-experience Courses. Some of the progress can be made towards it without a Extra-Mural departments are already provid- continuing dialogue between the Social ing alimited range of post-experience Worker and the adult educator ascom- courses at professional level. The entry by munity developer.

a Another initiative to be taken by the THE MEDIA Institute? The Mediaradio and televisionwe Into Europe. Some twenty-five yearsago have always with us and to these twin Ihad to arrange a class in English for targets for the over-ciritical we shall soon European Volunteer Workers who had been be adding local broadcasting. drafted to a small industrial town in Scotland. A local teacher of modern languages took the Radio and T.V. Output. The B.B.C. on its class. Some forty class members turnedup main radio networks has provided, and for the first lesson. On the second evening continues to do so, an excellent service in when I looked in the teacher was explaining the education of adults. Though it lacks the to the one student who had turned up the glamour of television, now in colour, it is respective nuances of "I write", "I do write", readilyrecordable and,therefore,more "I am writing". The others were no doubt amenable to the needs of the adult class. The learning by the direct method of spendinga materialisstill,however, designedfor pound in the High Street. general British use and there are no indica- Whatever The special business and pro- tions that the National Broadcasting Council fessional needs the general appetite for for Scotlandisprepared to earmark a Europe is not likely to be titillated by a first reasonable proportion of its resources for course in irregular verbs. There is need, radio programmes in series which have a however, for a foundation course at popular peculiar Scottish relevance. level on Europe preferably culminating in a Until recently all T.V. programmes for the package holidayin one of theE.E.C. countries. education of adults, whether provided by the B.B.C. or the commercial companies, Could the Institute have the lead by were provided in additional permitted hours bringing together, strange bedfellows, adult on licence by the Postmaster General onthe educators and tour operators ? advice of the appropriate advisory bodies Now that the restriction on the permitted REORGANISATION OF number of hours of television has to be LOCAL GOVERNMENT removed a new situation has developed, adult education will have to compete with It is a dangerous assumption to make that the general programmes for a reasonable the reorganisation of Local Government into. share of the greater number of viewing at top tier level, Regional Authorities will hours that will be available. The three simply mean larger units witha similar companies serving Scotland have produced structure to that existing at present, that the over the years a large number of programmes educational function will be protected by of their own, that can fairly be described as delegation as at present and that the existing of uneven quality. The B.B.C. in Scotland relationships between Authoritieson the has been a late entrant in the field of home- one hand and the Extra-Mural Departments produced programmes but has shown con- and voluntary organisations on the other will siderable enterprise and imagination in its persist in similar form. latest efforts. It is the responsibility of the Institute to be vigilant in this new situation No doubt the Alexander Committeeis planning to submit a report which will to ensure that the programme element for be the education of adults is increased to have particularly relevant to this new situation. regard to the greater number of hours avail- It is a matter of urgency, however, that able, and that there is an expansion in the there should be 'tut to the Steering Com- provision of programmes of Scottish origin. mittees. recently set up in the projected They should also make representation to regions a paper setting out the desiderata for have frequent repeats of these programmes the provision of adult education under the at times which will meet the needs of the new Authorities. home-bound and shiftworkers. This is surely the most urgent task that Local Broadcasting. Apart from some few confronts the Institute. B.B.C. V.H.F. transmissions in the north-

5 east and north of Scotland there is no exist. It may not be a golden attraction to the experience of local broadcasting north of commercial interests to establish a local the Cheviots. The white paper that led to broadcasting station for a population of say the establishment of a considerable number 300,000.It was, however. a viable pro- of such B.B.C. stations in the south found position in terms of the white paper. no acceptance this side of the border for a variety of reasons. The financial terms made The proposed new central region covering the proposition unattractive to local Author- the Forth Valley has such a population, ities es they were not allowed to rate for it. allowing for fringe listening.Itwill have there were few V.H.F. sets in use, and few basically one top tier Authority and three at areas had systems of rediffusion such as second tier level.It contains a university, had been necessary in England because of three Extra-Mural Department interests, a difficulties of reception. college of education and. potentially, three technical colleges, as well as a double hand- Scotland, therefore, would appear to be ful of local newspapers. A company repre- scheduled for the exclusive development of sentative of these interests and of the general local broadcasting by commercial com- public in the area could well pioneer local panies. With the now permitted use of broadcastinginitstruestsense.The medium wave bands for this purpose local Institute could well convene a meeting of broadcasting is an attractive commercial the bodies listed with a view to a company proposition though there is a considerable being formed which would be in a position extension of the term "local". The first to submit its bid for the franchise in due Scottishsystem,theGlasgowproject, course. should be lucrative but it will not be "local" The programme of activities in hand, or in the sense originally intended. Nevertheless adumbrated, above will stretch the modest it is a further opportunity for the-use of one resources of the Institute as they stand at of the media for the education of adults and present. Yet the probable required increase the Institute should not lose time in making in finance need not itself be other than representation, with the National Institute if modest. The Scottish Education Depart- necessary, to spell out to the I.B.A. what ment and the Local Authorities are essenti- they regard as the desiderata in the adult ally pragmatic in their approach and if the education output of such a station. Institute demonstrates its usefulness in the They could, however, be much bolder. progressive development of such a pro- There is a continuing antithesis between the gramme there is no reason to doubt that public and the commercial undertakings. It the resources will be made available. is a "we : they" situation that need not Crack on.

THE SCOTTISH INSTITUTE OF ADULT EDUCATION

General Secretary: Mrs. B. A. Main, M.A. opened an office at 57 Melville Street, Edin- burgh at the beginning of this year. The Scottish Institute, formed in 1949, is widelyrepresentativeoftheacademic, Since then the Executive Committee have statutory and voluntary bodies engaged in been able to meet at regular 6-weekly adult education in Scotland. Its aim is to intervals, under the Chairmanship of Mr. encourage the development of adult educa- Norman Dees, Director of the Department tion and to provide regular opportunities for ofExtraMuralandAdultEducation, the clarification of policy. University of Glasgow, to give a new lead and impetus to the institute's affairs. The Following the appointment of its first full aim of the Institute this year will be not only time General Secretary the Scottish Institute to maintain the normal service of information

6 and formulation but also to buildup a primarily for adult students. The Institute library of publications and periodicalsand receives books, leaflets, and prospectuses to organise small regional conferences and from many parts of the world. forums in Scotland to discover and tabulate new thoughts and ideas of Professional There is also a considerable volume of Adult Educators in Scotland. correspondence each year with students and research workers in various parts of the In spite of its limited financialresources world who are seeking information on the the Institute has been able toexert an Scottish system. Nearer home there is a ; influence of the right kind in placeswhere very happy and practical working relation- action has had to be taken. The focalpoint ship between the National Institute of Adult of its activity has been the annualcon- Education (England and Wales) and the ference, which this year will take placeat Scottish Institute. A little further afieldin the University of St. Andrews. The theme Europethe Institute has been regularly will be "The Arts and Everyman".Well- represented at meetings and conferences supported andpublicised,andwidely arranged under the auspices of the European representative, the annual conferences have Bureau of Adult Education, to which it is done much to sustain the momentum ofthe affiliated and has had the honour of provid- Institute's work. The Institute also publishes ingScottishrepresentativesonUnited a Year Book of Adult Education in Scotland, Kingdom delegations to Unesco and Council and a twice-yearly Newsletter, intended of Europe seminars and study groups.

CONSTITUTION

1. Name (d) Serve as a centre of information for all The name shall be the Scottish Institute of aspects of Adult Education. Adult Education. -- (a) Undertake such other functions relating to Adult Education in Scotland as, 2. Objects subject to the authorisation of the The special concern of the Institute shall Annual General Meeting, may be deter- be to further liberal studies among adult mined by the Council of the Institute. members of the community. In pursuit of this (f) Convene an Annual Conference. aim the Institute shall : (a) Facilitate the meeting of representatives of statutory and voluntary bodies and 3. Membership individuals concerned with Adult Educa- tion in Scotland with a view to co- (a) The membershipshallcomprise operationonmattersofcommon interest. (b)representativesof statutorybodies, (c)representatives of voluntary bodies, (b) Afford opportunity for the exchange of (d)representativesof Universities, and experiences,givepublicityto new associations and individuals concerned with, techniques in Adult Education, further or interested in, Adult Education in Scotland. the formulation of policies and keep Scotland in touch with developments in The Institute shallinvite the Scottish other countries. Education Department to send Assessors to the Annual General Conference, the Annual (c) Encourepe experiment and initiateen- Meeting and all other meetings at which the quiry in Adult Education and promote Scottish Education Department may desire publication of results. to be represented.

7 4. Finance deem advisable with such membership as it The Institute's financial year shall extend may decide, charged with such responsi- from 16th May in one year until 15th May bilities as the Council may determine. All in the succeeding year. An audited statement such sub-ccmmittees shall be responsible to of accounts in respect of the preceding year the Council. shall be presented to the Annual General 7. Honorary Officers Meeting, which shall decide the basis of the contribution to be made by the constituent The honorary officers of the Institute shall bodies during the current financial year. be appointed annually by the Annual General Meeting and shall consist of : 5. Annual Conference (1) Chairman. (2) Three Vice-Chairmen. Representation shall comprise such num- (3) Honorary Secretary and Treasurer. bers of representatives from all corporate bodies and individual members as the 8. Honorary Life Members Council may from time to time determine. The Council shall have power to confer The Annual General Meeting shall be held the status of honorarylife member on at the Conference, when the election of the persons who have givendistinguished Council and officials shall take place. service to Adult Education. 6. The Council 9. Amendment of Constitution The Council shall be the executive body The Constitution may be amended by the of the Institute. It shall be representative of Annual General Meeting, the Agenda of the four categories of membership indicated which shall set out the proposed alteration in clause 3 above, each category having not of the Constitution. Notice of such amend- less than two members. It shall consist of 20 ment shall be in the hands of the Secretary members with power to co-opt not more not less than one calendar month prior to the than 4 additional members. The honorary opening of the Conference. No alteration of officers of the Institute shall beex officio theConstitutionshallbe validunless members of the Council. The Council may endorsed by two-thirds of the members appoint such sub-committees asit may present and voting.

THE EDUCATION AUTHORITIES

Since 1945 successive Education (Scot- into partnership with other bodies, most land) Acts have vested responsibility for notably the universities (see pages 13-14), securing the provision of adult education in but also with a whole range of national and Scotland in the 35 local Education Author- local bodies concerned with different aspects ities. The term "adult education", however, of the education of adults. Considerable does not have the specific connotation variation is found in the extent to which, in which it has in England. Itis subsumed practice, the various statutory obligations within the broad field of Further Education, are implemented by the different Education and covers a wide variety of activities of a Authorities. At their best, however, existing social,cultural and recreational nature arrangements seem to work well and further the education of adults in the broadest standardisation would appear to be possible sense.Thereis,infact,no statutory only at the expense of that voluntary spirit definition of adult education in Scotland. which is of such importance in this field.

In meeting their statutory obligation to The cost of providing adult education in secure provision foradult educationin Scotland is met substantially by the Educa- Scotland the local authorities have entered tion Authorities. The determination of fees

8 charged to students can beseen both as a certificated teacher receives an additional source of income and as an instrument of 22p per hour. social policy. The tendency in recentyears has been for fees to rise to a level which is There is no doubt that these rates havea the equivalent of 10p for each class meeting, depressing effect on the level of remunera- though there is still considerable variation in tion acceptable to an Authority in respect of the amount charged by different authorities. lectures providing for them, on anagency basis a service of tuition in liberal studies There are no nationally negotiatedscales and other classes at a University Extra- to regulate the fees which are paid totutors Mural level. The fees paid to these lecturers in respect of the part-timeinstruction of presently range from £5.26 to £7 per lecture adults. There is, however,an agreed, if not depending not on qualifications or level mandatory, scale which EducationAut'ior- taught but on the attitude of the employing ities apply in the payment oftutors and instructors in part-time further Authority. The general level of these fees and education their perplexing variety are disincentivesto classes. These have been in operationsince University staff to undertake extra-mural 1965. They comprise four grades. Thelowest scale, teaching. An added difficulty has recently usuallyapplicable torecreational appeared in Scotland where lecturers who classes such as country dancing and dress- travel from their main centre of employment making, is £1.15 per hour. Thehighest, to sustain a series of part-time lectures in usually applied tothe more advanced instruction further education are required to pay income incommerce andtechnical tax on the refund of their actual travelling and subjects, is £2.13. In any of thesegrades a subsistence expenses.

9 EDUCATION COMMITTEE OFFICES

SCOTTISH EDUCATIONDEPARTMENT AND COLLEGES OF EDUCATION

KEY Argyll (County) Caithness Pop: Population. Education Offices, Rhind House, Education Offices, Dunoon. Tel DE : Director of Education. Wick. Tel. 981/982. (Pop. 59,394.) 2362/3. (Pop SOD: Senior Deputy Director of - 28.678.) Education. DE: CHARLES E STEWART, DE. HUGH R. STEWART, M.A. DD: Deputy Director of Educa- B Sc., Ph.D., A.R.C.S.T., O D: ROBERT J. CHURCHILL tion. A.R.I.C. M.A. AD: Assistant Director of Educa- DD. A.J. STEWART, M.A, tion. B.Sc. SD: Officer with special duties SD: STANLEY R. ROBERTSON, Clackmannan (County) B Sc in adult education. EducationOffices,2 Glebe Terrace, Alloa. Tel. 2160. Ext 35. When the name of the tele- (Pop. 45,664 ) phone exchange is the same as Ayrshire DE : T. E. M. LANDSBOROUGH, that of the town in the postal M.A., B.A. (until 31.10.72) address, it is not repeated. DE: C. C. ROXBURGH, M.Ed., CountyBuildings,Ayr Tel. 66922. (Pop. 361,785 ) B.Sc. (from 1.11 72). City of DE: J. I. WALLACE, M.A. O D: D. MACLEAN, M.A. St. Dumfries (County) NicholasHouse, Broad AD: J. L. S. WADELL, M.A. Street,Aberdeen, AB9 1AG. Education Offices, 27 Moffat AD: G.S.H. BAIN, Tel. 0224 23456. ( Pop. 178,441.) B.Sc., Road,Dumfries,DG1 Grad. R.I.C. 1N1N. DE : J. R. CLARK, C.B.E., M.A., Tel. 4222/4. (Pop. 88,234 ) AD: T. M. NESS, M.A., Dip.Ed. B.Sc., M.Ed, F.E.I.S. DE: JAS. LAMONT BROWN, AD: A. P. CRAIG, M.A, M.Ed., M A , M.Ed. SDD: W. U. HENRY, M.A. Dip R.E. B.Sc. (Econ.). D D: J. BROWN, M.A., M.Ed. DDs: A. HYDE, M.A. SD: ALEX. J. RITCHIE, B.Sc. I. ELDER, M.A., M.Ed. AD: J. CALDERWOOD, M.A., B anff M.Ed. Dunbartonshire Education Offices,Keith. AB5 County Council Offices, Dum- Aberdeen (County) 3EJ. Tel. 2281/5. (Pop..44,057.) barton. Tel. 5151. (Pop. 237,652.) CountyBuildings, 22 Union DE:J. K. PURVES, M.A, DE: A. Terrace,Aberdeen.Tel. 0224 Dip.Ed. B. CAMERON, M.A., 23444 (Pop. 138,738.) DD: R. L. HENDERSON, M.A., F.E.I.S. DE: JAMES A.D. MICHIE, Dip.Ed , M Ed. DD J. M. ALLAN, M.A., M.Ed M.A., M.Ed. DD: D. BURNS, B.Sc SDD: JAMES G. GRAHAM, SDI. COLLIE, M.A., M.Ed. M.A., Dip.Ed. AD: A. MACROBERT, 8 A., JDO : HUBERT K. WRAY, M.A., Berwick (County) M.Ed. B.A. AD: WILLIAM C. FORDYCE, Education Offices, DunsTel. B.Sc., M.Ed. 3235. (Pop. 20,962.) City of Dundee As from 14th August 1972: DE : R. D. BIRCH, M.A. 14 City Square, Dundee, DD1 AD: IAN A. P. JARDINE, 8 A, DD: A. C. BROWN, B Sc.. Ph.D.. 3BP. Tel. 0382 23141. (Pop. M.A. M.I.Biol. 182,467.) DE: JAMES CARSON, M.A. Angus (County) SDD: JAMES J. SCOTT, B A., LL.B County Buildings,Forfar.Tel. Buts (County) 3661. (Pop. 97,417.) D D: GEOFFREY V. DROUGHT, M.A. DE: A. McLELLAN, M A, County Offices, Rothesay. Tel. M.E .., M.B.I.M. 51. (Pop. 12,555.) AO: GEORGE McLAFFERTY, B.Sc. DD: A. THOMSON, M.A. DE :J.E. HARRISON, M.A., AD: D. A. ADAMS, M.A. AD: ANGUS MACKAY, M.A., M.Ed. M.Ed.

10 East Lothian (County) Peebles (County) County Buildings, Ardross County Buildings, Haddmgton Street,Inverness. Tel.34121. County Buildings, Peebles. Tel. Tel 2441 (Pop 55,795 ) (Pop 85,116.) 2153/4 & 2157 (Pop. 13,516 ) DE R MACDONALD, M A, DE. JAMES McLEAN, B Sc. DE. CHARLES A. F. PERT, M A, M.Ed. M Ed DD: A. B. LAWSON, M A. Perthshire and Kinross-shire DD: RALPH G MUSGRAVE, SD: H W. WILKINSON, M A, B Sc, Ph.D, A.R I.C. Dip.Ed. County Offices, Perth. Tel AD: ALAN G MANNING, M.A. 21222 (Pop 132,045 ) DE: LACHLAN B Kincardine YOUNG, M A , LL B, M Ed. Education Offices, Stonehaven DDG. W. W. KUHN, B Sc., City of Edinburgh Tel. 2001. (Pop. 26,156 ) M Ed DE: B. B. SMITH, M.A SD HECTOR J DD: J. S. CARDNO, M A CALDER, St GilesStreet, Edinburgh, M.A, M.Ed EH1 1YW Tel. 031-2424. (Pop. AD . HUGH A. RICHARDSON, 465,421.) Stewartry of Kirkcudbright M.A Education Offices, Castle Doug- DE: R. B. FORBES, M.A., M Ed las. Tel. 2351. (Pop. 27,612.) DDs J. W. COOK, M A. DE: DONALD J. BAILLIE, M A., Renfrewshire I. L FRASER, M A, B A. B.Sc , M.Ed. W. County Buildings, Paisley, PA1 D.C. SEMPLE, B.Sc., DD: VACANCY. 1LE. Tel. 041-889 5454 (Pop. Dip.Ed 362,144.) G. E. FERGUSON, B.A., M.A. DE: HUGHFAIRLIE, ADs: A. J. C. COCHRANE, M.A. Lanark (County) M.A, Education M.Ed. R. A. B. BARNES, M.A. Offices, County Buildings, DD: DUNCAN G. GRAHAM, I. MACFADYEN, M.A. Hamilton Tel. 055-222 1100. (Pop. 628,111.) M A. DE: JOHN S. MCEWAN, M A, ADE: ANDREW D. H. BINNIE, LL.B , F E I.S. M.A., M.Ed SDD: HUGH B. JONES, MA., B.Ed. DDs: Dr. A. M. BAXTER, B.Sc., Ross and Cromarty (County) Wemyssfield, Kirkcaldy. Tel. M.Sc. 62351 /7. (Pop. 327,817.) Education Centre, Castle Street, MALCOLM D. MACINTYRE, Dingwall. Tel.3444. (Pop DE : IAN S FLETT, M.A., M.Ed B.Sc., A.R.C.S.T. 59,777.) DD: J. KENNETH GARDINER, DE: R. M. INGLIS, M A. M.A, M.Ed. DD: A I. McNAB, M.A. AD JOHN FIND! AY,B.Sc., County Buildings, George IV SD: A.G. FORSYTH, B Sc., M.Ed Bridge, Edinburgh, EH1 1HO. M.Sc. Tel. 031-225 2562. (Pop County Council Office, Storno- 142,829.) way: DE: THOMAS HENDERSON, SD. A. MACLEOD, M.A. City of Glasgow M.A., B.Sc. (Econ.). ADE: D S. BROTCHIE, M A., 129 Bath Street, Glasgow, C.2. Dip Ed. Roxburgh County Council Tel. 041-221 9600. (Pop. County Offices, Newtown St. 897,848.) and Nairn Boswells, TD6 OSA Tel. 3301. (Pop. 42,353.) CountyBuildings,ElginTel DE. JOHN T.BAIN,M.A, DE: CHARLES MELVILLE, M.A, B.Sc., B.Ed. 3451. (Pop. 62,986.) DE: WM. F. LINDSAY, M.A, M.Ed. SDD: VACANCY. . M.Ed., F.E.I.S DD: JAMES L. B. BAIN, B.Sc., DDs:J.J.ADAMS, M.A, M.Inst.P. M.Ed. DD JOHN CR UICKSHANKS, JAMES P. CRANSTON, M.A., M.A. B.A., M.Ed. Selkirk (County) EDWARD MILLER, M.A., (County) Thorniedean, Ed.B. Melrose Road, Albert Street, Kirkwall. Tel. 3141. Galashiels.Tel.2675. IAIN M STEWART, M.A. (Pop. 17,254.) (Pop. AD: JAMES C. SIBBALD, 20,678.) DE: A. BAIN. DE: D. G. ROBERTSON, M.A., A.C.I.S. DD: G. MARSHALL B.A. M.Ed.

11 Stirlingshi re Her Majesty's Inspectors of Dundee CountyBuildings,Viewforth, Schools Dundee College of Education, Stirling. Tel 3111. (Pop. Park Place, Dundee. (0382 209,243 ) Senior Chief Inspector : J 25484 -6) DE: JAMES S MELDRUM, Bennett, M.B.E. (Foi men and women ) M A., MEd , F C.I.S. Principal David EStimpson, DD: JAMES F CUNNINGHAM, H MInspectorswithspecial M A , M Ed B.Sc duties in informal further educa- tion Edinburgh G. J Brown, 0 B.E :In general Moray House College of Educa- Sutherland tion,Holyrood Road, Edin- EducationOffices,BroraTel. charge. Also Chief Officer to the Standing Consultative Council burgh, 8 (031-556 4415 ) 382. (Pop. 13,140.) (For men and women ) DE: J. McLELLAN, B.Sc. on Youth and Community Service. Principal Douglas M McIntosh, DD BRYAN E. WOOD, B.Sc. C B E , LL D , F.R S E. AD: D. I M. SUTHERLAND, D. McCalman . Responsibility for M.A., M Ed. Glasgow, Lanark, Dunbarton Edinburgh and Argyll, also national duties Craigiockhart R C.College of West Lothian in respect of Adult Education Education, Colinton Road, Edin- CountyBuildings,Linlithgow and Training burgh, EH141 DJ (031-443 Tel. 050-684 3121. (Pop. Miss M. M Lawson: Responsi- 5231 ) 108,895.) bility for Ayr, Bute, Dumfries, CollegeDiplomaCoursefor DE: A. SINCLAIR, M.A., LL B., Renfrew, Kirkcudbright and Wig - women only M.Ed., F R.S.A town Post-Graduate Courses for men DD: D. GORDON, M A, M Ed. Mr M. G. Scott :Responsibility and women Principal : Mother Veronica AD: E T. LAING, B.Sc., for Edinburgh, Berwick, Clack- M.Inst P. mannan, East Lothian, Fife, Mid- Blount, M A. DD: R. S. FERGUSON, M A. lothian, Peebles, Roxburgh, Sel- Edinburgh kirk, Stirling and West Lothian. Dunfermline College of Physical Wigtown (County) Also National Duties in respect Education, CramonJ Road MarketStreet,Stranraer.Tel of Outdoor Activities North,Edinburgh,EH4 6JD 2151. (Pop. 27,457 ) G. C. Morrison :Responsibility (031 -336 6001 -4.) DE: DOUGLAS G. GUNN, M.A. for North and Division, (For women only ) DD: NEIL MACDONALD, M.A. . Principal. Miss M. P. Abbott, A. L. Small :Special responsi- (Diploma of Dunfermline College Zetland (County) bility for Community Work and of Physical Education). Community Development and Brentham Place,LerwickTel. Falkirk generalduties in Glasgow, 822/4. (Pop 17,032.) Callendar Park College of Educa- Lanark and Dunbarton. DE: JOHN H. SPENCE, M A., tion, Falkirk. (22982 ) LL.B. (For men and women.) SD: VACANCY. Principal : Mr. C Brown Colleges of Glasgow Scottish Education Jordanhill College of Education, Education Southbrae Drive, Glasgow, G13 Department 1PP. (041-959 1232.) Aberdeen (For men and women.) St. Andrew's House, Edinburgh, Aberdeen College of Education, Principal :T. R.Bone,M.A., EH1 3D B. (031-556 8501.) Hilton Place, Aberdeen. M Ed., Ph D. W. Secretary : Sir Norman (0224-42341.) Graham, C.B. Glasgow (For men and women.) Notre Dame College of Educa- Private Secretary to the Sec- Principal : James Scotland, M.A., retary: Miss W. M. Doonan. tion, Bearsden. Glasgow, G61 LL.B., M.Ed. 4QA. (041-942 2363.) Officers with special duties in Principal :Sister FrancisEllen informal further education, in- Ayr Henry, S.N.D , B.A. cluding adult education. Under Secretary :I. M. Robert- CraigieCollegeof Education, Hamilton son, M.V.O. Ayr. (60321/4.) Hamilton College of Education, AssistantSecretary :J.Kidd. (For men and women.) Bothwell Road, Hamilton. (Ext. 2248.) Principal :Miss E. M. Rennie, (23241.) Principal : J. Currie. (Ext. 2091.) J.P., M.A. Principal : Mr. G. Paton.

12 THE UNIVERSITIES

While certainuniversitiesinScotland St Andrewsall working c:osely with the became involved in the University Extension local authorities throughout Scotland. It is Movement in the last quarter of the nine- mainly through this means that courses of a teenth century, the movement never had the university character for adults are provided success that it had in England and Wales. in Scotland. This was probably due to the different social environment prevailinginScotland. The The universities follow no fixed pattern of greater accessibility both of secondary and extra-mural provision but respond in each of university education, the provision of crea in the way they think best, in terms of higher education for women and of advanced local needs and local resources. In general, technical education had largely met the however, certain trends are observable. In needs of those groups which in England had addition to ttle more traditional type of turned to University Extension, and had course there is an increasing number of sustainedits momentum throughout the courses for groups with specialised interests, latter part of the nineteenth and the early including professional interests, as well as part of the twentieth centuries. courses which seek to illuminate broad issues of contemporary significance. There The W.E.A. movement came to Scotland has also been a growing interest in local in 1912 when the first branch was founded studies, and in the preparation of local in Edinburgh. University professors and staff surveys. Among otheractivitieswhich associated themselves with the committees featureprominentlyinextra-mural pro- from the beginning and in many cases the vision are summer schools, for .tudents from new organisation met in university premises home and overseas, residential courses, day- but expansion was largelycurtailedby schools and conferences. The universities financial problems. The W.E.A. had to seek also assist a whole range of voluntary and support from the local school boards who statutory bodies in the furtherance of their were the only bodies empowered to use educationalobjectives ;andtheycon- public money to provide for the education of tribute to the provision made for the educa- adults, a practice dating from the Education tion of H.M. Forces in Scotland. One other Act of 1872: The universities, when they development of note, reflecting the growing chose to lend a hand, had to make the interest in the theory and practice of adult provision wholly out of university funds. This education, has been the provision, at Edin- state of affairs lasted through the 1930s and burgh and at Glasgow, of courses leading to it was not till the Education (Scotland) Act Diplomas in Adult Education. of 1945 was passed that real progress was possible. Mention should also be made of the con- It brought about an effective partnership tribution of the three "new" universities to between universities and the local author- the provision of ad'ilt education in Scotland. ities who agreed about certain defined areas TheUniversityofStrathclydehasan of activity. The local authority was confirmed Extension Studies Committee and a now by the Act as the sole statutory body respons- well-established programme of courses in ible for ensuring the provision of adult Science,Technology,ArtsandSocial education in Scotland and the universities Sciences. It also offers a limited number of became their agents in the programme of non-vocational courses in conjunction with liberal and cultural classes for adults. theUniversity of Glasgow. Heriot-Watt University likewise offers a range of courses, The success of this arrangement has been organised on a departmental basis, and reflected in the remarkable expansion of provides courses in collaboration with the adult education which has taken place since . The University of 1945. There are now five university extra- Stirling, though not itself engaged in the mural departments in Scotlandat Aber- provision of adult education, contributes to deen, Dundee, Edinburgh, Glasgow and existing university extra-mural activity in its

13 neighbourhood through the co-operation of Edinburgh its academic and administrative staff.

While the Scottish system works well in Head of Department of Educational Studies practice there are often comparisons with the and Director of Extra-Mural Studies : John system in England and Wales where the Lowe, B.A., Ph.D., 11 Buccleuch Place, universities, through their extra-mural Edinburgh, EH8 9JT (031-667 1011). departments, attract grants direct for non- vocational education of adults from the Department of Education and Science. The present position in Scotland is, of course, being examined by the Alexander Com- Glasgow mittee whose report is awaited with interest.

Director of Extra-Mural and Adult Educa- tion : Norman Dees, B.A., 57/59 Oakfield Avenue, Glasgow, G12 8LW (041-339 8855, ext. 392-7). Resident Tutors I.F. Macleod, M.A. (Galloway), 91St. Mary Street, Kirkcudbright (572). UNIVERSITY EXTRA-MURAL L.J.Masters, B.A. (Dumfriesshire), 8 Lovers Walk, Dumfries (5887). DEPARTMENTS Alan Neale, M.Sc., F.G.S. (Ayrshire), 32 Westfield Road, Ayr (66518). E. J. Peltenburg, B.A., Ph.D. (Argyllshire), Aberdeen Craigdarroch,PolivinisterRoad, Oban (3552). DirectorofExtra-MuralStudies: K.A. J. G. S. Shearer, M.A. (Stirlingshire), 36 Wood, M.A., F.S.A.(Scot.), Taylor Build- Snowdon Place, Stirling (2509). ing, Old Aberdeen (40241). Resident Tutors W. D.Brooker, B.Sc. (), 35 Oakhill Road, Aberdeen (Aberdeen 30306). St. Andrews G. Gill, B.Sc. (Inverness-shire), 38 Brae- side Park, Balloch, Inverness-shire (Cul- loden Moor 214). DirectorofExtra-MuralStudies:J.C. Dr. D. McGregor (Caithness, Ross and M.A., 3 St. Mary's Place, St. Andrews Cromarty, and Sutherland), "Craigdhu", (3429). Bonar Bridge, Sutherland (Ardgay 269). D. Omand, M.A. (Moray and Nairn, -^ 1 Banffshire), 107 Duncan Drive,Elgin, Morayshire (Elgin 3689). Strathclyde

Convener of Extension Studies Committee: Dundee Protessor W. W. Fletcher,B.Sc.,Ph.D., F.L.S., F.I.Biol., F.R.S.E. DirectorofExtra-MuralStudies :A.G. Enquiries to: The Clerk, Extension Studies Robertson,M.A.,Nethergate, Dundee, Committee,UniversityofStrathclyde, DD1 4HN (23181). Glasgow, C.1 (041-552 4400;.

14 THE WORKERS' EDUCATIONAL ASSOCIATION

There are three districts of the W.E.A. in W.E.A. has been seeking for some years in Scotlandthe North of Scotland, the South- its request for providing powers. We are East and the West. Each has a small pro- anxious to face the challenge of responsi- fessional staff and is governed by a District bility and control which has transformed the Committee of voluntary workers elected by role of the W.E.A. in Eng!...nd. While there is representativesofindividual members, an increasing number of W.E.A. sponsored W.E.A. branches and affiliated organisations. classes in Scotland they still cannot fully This voluntary element, combined with its share in the nature of a "W.E.A. class" south nationalstructure, makes the W.E.A. a of the border. unique body in adult education. Scotland, This difference of status does not seem England, Wales and Northern Ireland are to reflect differences in the needs of the two covered by twenty-one autonomous Dis- countries. Although to some extent higher tricts, with a central office in London whose education was more open to the community function is to serve and advise its con- in Scotland in the past the great mass of stituents rather than to direct and control people was untouched by it and the necessity them. The basic unit of organisation in the of providing for the many men and women of Districts is ,the branch composed of adult frustrated ability was the driving force of the students who wish to play a more active W.E.A. wherever it was established. From part in the development of adult education the days of the great national presidents as a whole. In Scotland these branches are such as William Temple, later Archbishop of distributed over twenty counties. In addition Canterbury, and R. H. Tawney, when the to participation in the national movement, movement became firmly rooted in England the Scottish Districts also form a W.E.A. the W.E.A. in Scotland has had to play a Scottish Council which represents them more restricted role because of the statutory in dealings with the Scottish Education framework in which it operates. Department, organises summer schools and Together with this strand of provision for is a constituent body of the S.I.A.E. personalfulfilment running through the There are, however, differences between development of the W.E.A. there is also the the organisation of the Scottish W.E.A. strand of the relevance of adult education to Districts and that of the national movement, social needs which culminated in the re- arising out of the separate and different thinking of policy during the presidency of organisation of Scottish education. The Asa Briggs in the 1960's. The movement has main differenceand it is one which goes always been conscious of the comple- deep and affects almost every aspect of our mentary needs of the individual and the workis that providing powers have been citizen and the role of education in linking exercised by the seventeen English and the two. Since that time there has been WelshDistricts (and more recently the great expansion throughout Britain in W.E.A. NorthernIrelandDistrict) ;thatis,they activity in the social field. There are now few receive direct teaching grant from govern- areas of social need not covered by one or ment and are responsible for establishing more districts : work in Educational Pricaity classes and appointing and paying tutors, Areas, classes in prisons, hospitals, at sea, and have grown in stature by the exercise of work in mental health, among disabled thisresponsibility.In Scotland the only workers, alcoholics, pre-retirement and post- responsible bodies in this sense are the retirement education, and many other areas Education Authorities. Support is given to with each district seeking out new fields the W.E.A. (and other bodies) in the form of of work within the limits of its resources. administrativegrantfromtheScottish The W.E.A. is also well placed to provide EducationDepartment, determined from an educational service to other voluntary year to year. Most education authorities in organisationsrangingfromlocal co- whose areas the W.E.A. is active also pro- operation to co-ordinated activities at a vide grants. These arrangements give some national level. The W.E.A./Oxfam project financial security to the W.E.A. but they fall which resulted in a national coverage of short of the kind of recognition which the classes on World Development is the most

15 recent example of this and has now em- day-release courses. In all of these fields the braced other groups working in the same W.E.A. is confident that it has a significant field. Of great help in such work has been contribution to make. the establishment of the Service Centre for Workers' Educational Association Social Studies, set-up--with-financial-assist- -Officials in-Scuti nd ance from the Department of Education and Science, producing teaching materials in Secretary of the North of Scotland District: both Social Studies and Industrial Relations. Mr. G. Brown, 480 Union Street, Aber- The appointment of a National Development deen, AB1 1TS (0224 54189). Officer to stimulate such projects has also Tutor-Organiser : Peter J. Stubbings, B.A., been beneficial. 480 Union Street, Aberdeen, AB1 1T4. But this kind of work must always rest on Secretary of the South-East Scotland a foundation of continuing Ciis6S activity District : where thehigheststandardsofadult Mr. J. Kane, 0.B.E., J.P., 13 Abercromby education are maintained and this must Place, Edinburgh, EH3 6LB (031-556 continue to be the bulk of the work of the 6913). W.E.A. Districts. As well as the traditional Tutor-Organiser : Mr. R. Cook, M.A., 13 classes the Scottish Districts provide a full Abercromby Place, Edinburgh, EH3 6LB. programme of summer schoolsin 1971 at Secretary of the West of Scotland District : five centres catering for up to 400 students, Mr.Robertcochrie,M.A., 212 Bath a large proportion of whom come from Street, Glasgow, G2 4HW (041-332 3609). abroadand a variety of one-day and week Tutor-Organisers : Miss P. M. Fryd, B.A., end courses. The long tradition of workers' Mr. D. H. Dickson, B.A. and Mr. J. education is continued in work done for the Druty, B.A., 212 Bath Street, Glasgow, T.U.C. and in the Districts' own industrial G2 4HW. NEWBATTLE ABBEY COLLEGE Newbattle Abbey, which was founded by of period charm. This development will be Cistercian monks in 1140 under the patron- complete this year. age of David I, was given to the nation in Although there are some short courses run 1936 by the eleventh Marquess of Lothian at Easter and during the long vacation, the whose family home it formerly was, as a main educational effort of the college is residential adult education college and is centred on the Sessional Courses in Liberal still the only college of its type in Scotland. Studies which runs for three University It is situated in the valley of the South Esk, terms from October to June. Some 65 men nearDalkeith,abouteightmiles from and women, most of themfinancially Edinburgh. supported by their local authorities, -take The main building dates from the sixteenth advantage of this course each year. The century with many lateradditions and majority of them, while appreciating the alterations. The great drawing room has a educational value of study in ideal surround- fine 19th century painted ceiling and the ings, are anxious to continue if possible at a library has one of the loveliest domestic University or a College of Education. For this eighteenth century Italian plaster ceilings in reason the academic work and organisation the country, the basic plan of the common of the College is at present under review. It room has changed little since it was rebuilt in 1935, and the beautiful is hoped that the course will eventually be little chapel, two years in length and will be able to supply formerly the warming room of the monastery, the necessary proof of a student's academic has a roof dating from the thirteenth century. ability without recourse to school-leaver Accommodation is in attractive specially examinations. Negotiations towards this end designed and furnished study bedrooms in are almost complete. the new wing of the College. A spacious courtyard forms a link with the Abbey which Enquiries should be addressed to : also contains the lecture, tutorial and com- Newbattle Abbey College, , mon rooms and the Library. Much of the old Midlothian (Newbattle 4121). building has been modernised without loss Warden : C. L. Rigg, M.A.

16 THE OPEN UNIVERSITY

The Open University has been established fundamental concepts of mathematics and to provide underg ;aduate, postgraduate and to teach them a little about the nature of_ post-experience courses for part-time adult mathematical thought rather than to teach students. Courses are based on the integrated the techniques. It is also hoped to help the use of correspondence materials, a series of students to apply their mathematical know- radio and television programmes, often a ledge to the solution of problems that are not summer school and a regionally organised just routine exercises. The student will be counselling and tutorial system. introduced to elementary computer pro- gramming, making use ofteleprinter UNDERGRADUATE terminals located in study centres and con- Because of the interdisciplinary opportun- nected through the G.P.O. telephone system ities all undergraduate degree programmes, to a central computer. including those in Science, lead to the B.A. Technology :The Man-Made World. degree, with or without honours. The study The aim of the technology course is not only programme consists of a number of one-year to explain and demonstrate the many aspects courses, each one leading to the award of a of the way engineers, designers and others credit. A total of six credits is needed for the do their jobs but also to assess its impact B.A. degree and a total of eight credits for upon us all. The course will emphasise three the B.A. degree with honours, and there is a important aspects of technology :the use general credit exemption scheme. Students and understanding of a wide range of topics cannot normally register for more than two from physics and chemistry through engin- courses in any one year. eering science to some study of society ; the There are six Faculties, five of which offer realistic simplification of problems and the coursesatFoundationlevel,giving an making of models and analogies as wellas introduction to a range of disciplines within how the technologist puts constraints upon that Faculty : how he constructs and uses his models; the strategies used to implement design. Com- Humanities. The Foundation Course in Arts puter terminals of the Open University is an attempt to bring together the traditional Student Computer Service will be used to disciplines to enable the student to take a illustrate these methods. Parts of the course comprehensive look at man, his history and will be devoted to a few case studies drawn achievement in literature, thought and the from the man-made world. arts. In 1972 second level courses will be Science. The main aims of this course are to offeredinHumanities,Science,Under- present and explain some of the concepts standing Society and Mathematics. Each and principles of importance in modern second level course will deal in detail with science and to show how science, techno- some aspect covered inthe foundation logy and society are inter-related. course. Foundation courses are generally Understanding Society. The course is required as prerequisites to second level divided into three parts in which are asked courses. three fundamental questions : why people live.in societies ; how people live in societies; The sixth Faculty Education does not and what kind of problems they face. These offer courses at Foundation level but starts questions are studied in the light of five at second level and therefore each student disciplines :psychology, sociology, geo- of Education must have studied within at graphy, political science and economics. least one other faculty. This course is not only a foundation for further work in the social sciences, but POST-GRADUATE should also appeal strongly to those who The Open University aims to provide wish to pursue other academic disciplines. opportunities in higher education at the Mathematics. The main object of the post-graduate level for two types of student. course is to furnish the students with some The first will be the type of postgraduate

17 foundatmostotheruniversitiesthe In 1973 the University is offering six graduate who is able to study for a higher courses to post-experience students : degree by full-time study. A limited number Reformation Studies, Background to School of places will be available for such students Mathematics: Real Numbers,Reading to-work at -the-University's headquarters at Development, Biological Bases of Behaviour, Milton Keynes. These students will normally Industrial Relations, Computing and Com- be expected to be supported by research puters, Electromagnetics and Electronics. studentships from the Department of Educa- Applicants for all courses mutt be aged 21 tion and Science or from agencies suchas and over, except where special circum- the Research Councils. The second type of stances such as physical infirmity prevent student we have in mind will be the graduate theirattending atraditionalinstitution. w;'h some years' experience in industry, Exceptforpost-graduatecourses,no education, the Civil Service, local govern- entrance qualifications are required. ment or in research laboratories who wishes The University's academic year runs from to read for a higher degree on a part-time 1 January to 31 December and thereare 36 basis in his home locality. The normal weeks from January to October in which entrance requirement will be an honours teaching takes place. November and Dec- degree of a British university. ember are reserved for the sitting and marking The aim of the postgraduate programme is of examinations. to train students in the methods and tech- niques of original research work andto SCOTLAND promote their awareness of a given field of A small full-time staff is located in Edin- scholarship with a view to their makinga burgh consisting of the Scottish Director significant original contribution to that field. and Assistant Directors, Senior Counsellors Where the University considers a student and Staff Tutors and administrative and capable of making an original contribution clerical staff, but most of the student contact to learning of this kind he will be encouraged will be through the part-time staff recruited to aim for the M.Phil or the Ph.D. Other from the staff of other institutions of Higher students who do not wish to proceed and Further Education. These part-time beyond basic research training will aim for staff will be Counsellors to maintain a close the B.Phil. on-going contact with the student and Course Tutors to provide a limited amount of POST-EXPERIENCE face-to-face tuition and to assess regular These courses are defined as : written assignments. (a)courses which are required by those Study Centres have been established in who, after practising their profession for association with education authorities at all some years, are called upon to make a major centres of population, although these significant advance or change in their are closed during the usual summer vaca- occupations ; tion period, and the University has made (b) courses of an 'updating' or 'refresher special provision for students in the remote nature which will enable professional rural areas. men or women to keep up with recent Enquiries should be addressed to : The Open University, advances in their own fields of work ; P.O. Box 48, Walton Hall, Bletchley, (c) courses drawn from the whole field of Bucks. further education, and enabling indivi- duals to proceed withintheir own and in Scotland to : interests to a higher level of education. The Scottish Director, The Open University in Scotland, Students will be working towards three 60 Melville Street, forms of certification :a Letter of Course Edinburgh, EH3 7H F. Completion, a Course Certificate or Diploma. Tel. 031-226 3851. (The University has yetto develop its Scottish Director: Roger Carus, M.A. Diploma Studies but these will be basedon a Assistant Scottish Directors : system comparable to thatforunder- Dr. R. D. Watson, B.Sc. graduate students.) Mrs. M. J. M. Jack, M.A., M.Ed.

18 UNIVERSITY CONTRIBUTION TO ADULT EDUCATION IN H.M. FORCES

Adult Education in H.M. Forces is the Committee's area who is available for duty responsibilityofsenior staffofficers in any part of Scotland. appointed by the various commands. At the The work of the Committee is principally higher levels of education the co-operation concerned with the provision of courses, of the universities has been sought for a residential and non-residential, for army long period of years. The university scheme officers preparing to take staff college and is controlled by a committee of the Ministry promotional examinations, for young officers of Defence called the Committee for Univer- inthe specialised programme fortheir sity Assistance to Education in H.M. Forces general education, for individual units and or C.U.A. for short. On this committee sit servicemen who have special needs. The universityrepresentatives and nominees Universities are also able to assist with the from each of the services with appropriate organisationlecturingandteachingat assessors from the ministry itself. This body specialised services' conferences. For co-ordinates and approves the financial example, the Royal Army Educational Corps aspects of the scheme. regularly invites the universities to take part in their annual convention. Once a year also The Scottish Universities have combined for a week the Committee arranges a joint to create a Central Scottish Committee for conference of equal numbers of the army, Adult Education in H.M. Forces. This com- police and undergraduates of the Univer- mittee consists of each of the eight Scottish sities where the exchange of opinion and Universities along with representatives of knowledge helps towards a better under- the Royal Navy, Army and Royal Air Force. standing of the problems of all concerned. In addition an assessor from the Scottish Enquiries concerning the work of the Education Department sits on the Com- ScottishCentralCommittee should be mittee. The University of Edinburgh provides addressed to the Hon. Secretary at the the administrative machinery for the Com- Department of Educational Studies, Univer- mittee. There is one Forces lecturer in the sity of Edinburgh.

RADIO AND TELEVISION INADULT EDUCATION

Information is readily available regarding For details of Radio and Television Adult the pattern of Radio and Television broad- Education Programmes write to : casting in.the field of Adult Education (see addr es below). Perhaps not so well Further Education Liaison Office, know., are the opportunities for re-use of British Broadcasting Corporation, "off-air"'recordings of both Radio and P.O. Box 1AA, Television educational programmes, especi- Broadcasting House, ally the latter. London, W.1. Equipment adequate for recording tele- vision programmes costs about f500. This The Education Officer, includes a video tape recorder, camera, Independent Television Authority, television monitor and several video tapes 70 Brompton Road, (which can be erased for re-use). London, S.W.3. Outwith the larger institutions and author- ities, the recording, editing and even re- Mr. David Dunn, shaping of broadcast material may be one Education Officer, of the main ways in which radio and tele- , vision can be used as an educational aid to Theatre Royal, the tutor in adult education. Glasgow, G2 3PR (Tel. 041-332 9999).

19 The Education Officer, Colleges of Education Television Limited, Queen's Cross, Aberdeen (Tel. 0224-53553). Mr. G. Crossan, Director of Television, Mr. S. J. Bennett, Aberdeen College of Education, Education Officer, Hilton Place, Border Television Limited, Aberdeen, AB9 1FA (Tel. 0224-42391). Television Centre, Carlisle (Tel. 0228-25101). Mr. A. J. Pollock, Director of Television, Callendar Park Col:age of Education, CLOSED CIRCUIT TELEVISION Falkirk, Stirlingshire Universities (Tel. 0324-22766). Mr. A. Grim ley, Director of Television, Mr. Alexander McLean, , Craigie College of Education, Aberdeen (Tel. 0224-40241). Ayr (Tel. 0292-67981/2). Mr. D. W. Alexander, Director of Audio-Visual Aids, Mr. Ian Mackenzie, The University, Television Officer, Nethergate, Dundee College of Education, Dundee, DD1 4HN (Tel. 0382-23181). Park Place, Dundee, DD1 4HP (Tel. 0382-25484). Mr. G. 0. Gibb, Director of Audio-Visual Services, University of Edinburgh, Mr. A. B. MacDonald, Old College, Hamilton College of Education, South Bridge, Bothwell Road, Edinburgh (Tel. 031-667 1011) Hamilton (Tel. 42-23241).

Mr. K. D. Stephen, Mr. D. C. Butts, Director of Television, Principal Lecturer, Heriot-Watt University Television Service, Audio-Visual Media Department, Mountbatten Building, Jordanhill College of Education, 31-35 Grassmarket, 76 Southbrae Drive, Edinburgh, EH1 2HS Glasgow, G13 1PP (Tel. 031-225 8432). (Tel. 041-959 1232). Mr. John Mac Ritchie, Director of Television, Television Unit, Television Centre, Moray House College of Education, Southpark House, Holyrood Road, University of Glasgow, Edinburgh, EH8 8AQ Glasgow, G12 8LB (Tel. 041-339 8855). (Tel. 031-556 4415). Mr. Gordon Thomson, Director of Audio-Visual Unit, Mr. David McCartney, The University of Strathclyde, Director of Education Technology, Turnbull Building, Notre Dame College, George Street, Bearsden, Glasgow, G1 1 RD (Tel. 041-552 4400). Glasgow (Tel. 041-339 9935).

20 Other Institutions Details of closed circuit television record- ings may be obtained from the National Mr. H. K. Lewenhak, Education Closed-Circuit Television Associ- Director of Television, Glasgow Educational Television Service, ation (NECCTA). 155 Bath Street, Glasgow, G2 4SQ Write to : (Tel. 041-221 9600). Mr. Hugh Williams, National Secretary, Mr. W. R. M. Craig, NECCTA, Director of Audio Visual Aids, Coventry College of Education, Paisley College of Technology, Kirby Corner Ro], High Street, Canley, Paisley (Tel. 041-889 7881). Coventry.

Mr. Eric J. D. V. Holmes, Mr. Shand C. Hutchison, Director of Television Unit, Adviser in Educational Technology, Queen Anne High School, Corporation of the City of Edinburgh, Dunfermline, Dean Centre, Fife (Tel : 0383 21273). Belford Road, Edinburgh, EH4 3DS. Mr. Bill Meikle, Principal, Thomson Foundation Television College, Kirkhill House, Newton Mearns, Glasgow (Tel. 041-639 1021).

ADULT EDUCATION AND THE LIBRARY SERVICE

The county library movement in Scotland This clause and the generous encourage- has, for very good historical reasons, a close ment of the Carnegie Trust and organic connexion withthelocal produced a serviceunequal and patchy. authorities' educational responsibilities. After one must admitthat covered all of Scotland fifty years there is no need to spell out this except for one county within eight years. It connexionbeyondremarkingthatthis was a generation later,in 1946, before country-wide service was first authorised by Argyll implemented the provisions of the a clause in the Education (Scotland) Act of Act, but for more than twenty years now all 1918, which does not even use the word Scotland has been covered by a network of "library" : county library services. It shall be lawful for the education It should be noted that these services are authority of a county, as an ancillary discretionary, not compulsory as they have means of promoting education, to been in England and Wales since the Public make such provision of books by Libraries Act of 1964. It shall be "lawful" for purchase or otherwise as they may the county education authority to make such think desirable, and to make the same provisions as it may think fit : the authority is available not only to the children and not compelled to provide a library service young persons attending schools or or to make provision to anystandard scale continuation classes in the county, prescribed by the Secretary of State either but also to the adult p ,pulation in particular terms or in general terms such resident therein. as "comprehensive" and "efficient", the two

21 words embedded in the English and Welsh in part, if not entirely, from the stock already Act. This explains the otherwise inexplicable available in the local library, though if this variations in standard of provision, some- stock should prove to be deficient, any times in neighbouring counties. Yet everyone county librarian will welcome the opportun- involved in the local authority services will ity of strengthening it to fit the purpose of the realise that often the most compelling argu- class, within the limits imposed by the ment for the improvement of arather financeand the booksavailable. inadequate service is to point out that they In selecting all three lists the tutor will do these things rather better elsewhere. find it helpful to seek the librarian's advice, What then can the county library service particularly with regard to new publications. Some tutors are rather apt to think that the do toassist and encouragethy;adult education movement ? Whet are the more country's publishing programme came to an end with their own graduation and that thet enthusiastic and enlightened services doing ? In providing books to meet the needs of textbooks they were brought up on are stilt the adult education class the county librarian the standard. would greatly appreciate first of all, andas How the county librarian can best provide far ahead as possible, personal contact with the books for a class depends very largely the adult education organiser and with the individual on local circumstances. There are at least two lecturersandtutors.Ifthe possible approaches : (1) the books that are lecturer or tutor or organiser does not know being provided to support the class may be the name and address of the county made available in the county library branch librarian for his particular area, this is easily for the town or village where the class is enough ascertained from the county educa- meeting, or (2) the books may be kept in a tion offices. special collectionbox or bookcasein the The tutor should, if possible, separate into school or institute where the class meets, three categories the books recommended in underthecareofa "classlibrarian" the reading lists he compiles to accompany nominated by the tutor. Both methods have his courses. First, he should show the books advantages and disadvantages. If the first is that the student must read. He should be adopted, there is the disadvantage that the quite firm, and the librarian will encourage branch library may be accommodated at a his firmness, that the student must buy these different place and open at a different hour, essential textbooks. The librarian, indeed, but at least one knows when and where the will be happy to co-operate in tracing the books will be availableand that will be not cheapest suitable editions for this purpose. only at the class. If the second, the class All libraries should be equipped with the librarian may not always be able to attend, necessary bibliographies to trace the most 'nd unless duplicate keys have been pro- appropriate edition in print. If these texts are ided, the "library" may be "shut" for a whole really essential then the student will not week or more. grudge acquiring them for himself. Part of the lasting value of an effective course is the This is a matter that cannot be settled influence it should have on the student's dogmatically, but tutors can be assured that personal library. the librarian's approach to the problem will be flexible. He will want to do the best in the Then the tutor should indicate, second, particular circumstances. those books which it is highly desirable that the student should read, to give width and One final point : county libraries are not depth to his course. These could well be the only public libraries involved in meeting provided by the library in suitable editions the needs of adult education in Scotland : and in many cases in multiple copies, for the there are also the many well-stocked and use of the class. most co-operative burgh libraries in the large and in some of the small burghs, as Finally, the tutor should make a list of well as the other libraries in schools, in the background reading that could profitably technical colleges and in colleges of further accompany the course. This wider and more education.Since,however,the county extensive background reading can be drawn library service is an integral part of the

22 county's education provision, the county There were in 1971 the following public librarian may well have a general oversight library services in Scotland : of all the authority's educational libraries and he has also a degree of responsibility for County Councils (education author- at least the educational library provision in ities).. .. 31 the burghs, even where there is an independ- Counties of Cities 4 entburghlibraryservice.The county librarian will always know what degree of Burghs.. 49 co-operation can be expected from the independent burgh librarian, or, of course, 84 the tutor may himself have personal contact with the burgh librarian, if he lives or works in the burgh or is taking his class there. The For full details of library resources in great thing is that the old rivalry between Scotland see: burgh and county library is now a matter of ancient history :it has been superseded by C. Smith and R. S. Walker (ed.) :Library the happiest of co-operation, both at local Resources in Scot /and. Published by the levels and nationally through the good Scottish Library Association. Glasgow, 1970. offices of the Scottish Central Library in Edinburgh. (New edition in preparation.)

ADULT EDUCATION IN MUSEUMS

Although the link between museums and One wonders how the budding archaeo- education is of long standing,'it has not been logist would fare without museum speci- developed to the extent to which it could be. mens, or the ornithologist, or geologist, or One of the main causes of this under- numismatist, or any of the other potential development is the common fault of failure devotees of a new interestor hobby. of communication.Itisstillthe primary "Education for Leisure" is one of the catch- purpose of museums to collect and con- phrases of the day, but in the museum serve, but the maintenance of collections environment it can become a reality. Several cannot be justifiedif the objects are not museums in Scotland have regular visits available to the citizen for his inspection and from groups of blind persons who derive interest, and to the scholar who is seeking great satisfaction from the objects they information. Museums are realising the need handle while they are having them described. to make better known to those interested in If the blind can be so enlightened, why can- education what material is available to help not those who arementally blindnot in the study of particular subjects. similarly be led to see what is of interest around them in museums ? One of the best illustrations of how collec- tions may be used to interest people is in the For a student who wishes to study a establishment of an art appreciation group subject a museum is often the only place attached to an art gallery. Here is the material in which he can find the information he is readily available for the tutor to develop his seeking and curators regard it as part of theme. Actually this association is carried a their service to try to meet such needs. The stage further in Glasgow. One of the courses more formal,organised adult education in the scheme of "Preparation for Retire- courses also receive service from museums ment" is a course on Art Appreciation which and galleries, some of the courses actually gives people a new interest to enjoy on being held in the museum or gallery. Most retirement. There Is no upper age limit to of these courses form part of the widely those who can participatein education ranging choice offered by the adult educa- through museums. tion organisation covering the area and are

23 listedin the compendium issued by the more museums and galleries are visited by appropriate committee. Information about members of courses normally meeting else- the existence of a course should be available where; and many more participate in school from the secretary of that committee or from museum services. the Education Committee of the County. In addition to the museums maintained A recent survey by the Development by the four cities,there are 37 burgh Officer of the Council for Museums and museums and one museum maintained by a Galleries in Scotland reveals that the follow- district council as well as a number of ing museums and galleries participate in private museums. some way in adult education : Aberdeen (Art Appreciation), Dumfries The Council for Museums and Galleries in Scotland has produced "Museums and (Local History), Dundee (Antiques, Art Education", a report on how the educational Appreciation, Art Practice) and Glasgow service of museums in Scotland can be (Archaeology, Art Appreciation, Practical expanded. Painting and Scotland's Engineering Heri- tage). Enquiries to: The Council for Museums and Galleries in Scotland, Public Library, This listrefers only to courses of 20 Dundee Street,Edinburgh, EH1118G. meetings held in museums and galleries; Tel. 031-229 7589. THE SCOTTISH FILM COUNCIL The Scottish Film Council is a grant- all levels; in the area of industrial training aided organisation whose purpose isto such as management sales promotion and promote the use of film and other audio- labour relations, the Industrial Service pro- visual media in education and industry and vides a similar facility and acts as an agent to encourage an understanding and appreci- for the major distributors and libraries in ation of the cinema. England. The Industrial Service also arranges Its activities take place on two levels. One previews of new materialfor member of these is the provision of technical services organisations. and the production and distribution of audio- In the field of film culture the Council visual materials. The most important element promotes the study of the cinema as a is the Scottish Central Film Library which subject in its own right in formal education, contains over 6,000 instructional films onan acts as the headquarters for the Scottish extremely wide range of subjects, and is the Group of the British Federation of Film largest of its kind in Europe. In addition, the Societies and organises each year in its Council has a technical department from Studio Cinema a Repertory Season of dis- which the latest projection equipment and tinguished international films. The Council the services of trained operators are available is also closely associated with the amateur to outside organisations. Other facilities film movement in organising the activities include two studio cinemas, seating 100 and of the Scottish Association of Cinemato- 40 respectively, which are similarly available. graphers and in staging an annual inter- On another level the Council is concerned national Amateur Film Festival. with the provision of comprehensive infor- The Scottish Film Council hopes that in mation services covering all aspects of film the near future a Film Centre, incorporating andaudio-visualmedia and withthe a 400-seat Regional Film Theatre and an introduction of new materials and technical Audio-Visual Department, will be estab- developments. This work is carried out by lished in Glasgow. This will enable the members of the senior staff, under guidance Council not only to unify its many services of committees of experts from the various and activities in one building but to expand fields. In the area of education the Council them on a broader national basis. works incloseconsultation with such organisations as the Scottish Educational Enquiries to: ScottishFilm Council, Film Association to serve the needs of 16-17 Woodside Terrace, Glasgow, C.3. individual teachers and educationalists at Director: R. B. Macluskie, C.A.

24 THE SCOTTISH ARTS COUNCIL

The objects of the Scottish Arts Council and standards must be acceptable to the are to develop and improve the knowledge, ScottishArtsCouncil,shouldsubmit understanding and practice of the arts ; to detailedproposals fortheir programmes increase the accessibility of the arts to the (supported by estimates) well in advance, public ; and to advise and co-operate with for prior approval. Government Departments, local authorities and other bodies on any matters conce.ned All enquiries should be addressed to : with these objects. The Scottish Arts Council, The Council works chiefly by subsidising 19 Charlotte Square, suitablyconstitutedindependentbodies Edinburgh, EH2 4DF. connected with the promotion and perform- Tel. 031-226 6051. ance of the arts. The Scottish Arts Council arranges tours The addressesoftheCouncil'sArt of plays, balletchamber orchestras and Galleries are : ensembles, Opera for All, marionettes, etc., The Scottish Arts Council Gallery, throughout Scotland : and it supplies (at 19 Chartotte Square, subsidised rates) art exhibitions, lectures and Edinburgh, EH2 4DF. art film shows. It is also prepared to con- Tel. 031-226 5908. sider offering financial support to clubs and guilds promoting profess' nal performances The Scottish Arts Council Gallery, eitherbookedthroughthetoursor 5 Blythswood Square, byindependent negotiation.Applicant Glasgow, C.2. organisations, whose constitution,policy Tel. 041-221 7688.

THE BRITISH ASSOCIATION FOR TiE ADVANCEMENT OF SCIENCE

One of the functions of the British Associa- For a century and ahalf the Annual tion, as defined at the time of its foundation Meeting of theBritishAssociation has in 1831, was "to bring the objects of science provided this forum for debate for ordinary more before the public eye." This notion has people, but in its concern to educate the always been basic to the activities of the public in scientific matters the Association Association, the ch:cf of which has certainly hasinstituted a numberofimportant been the great Annual Meeting, held without changes. Its first concern was to extend the a break, except for the two world wars, in activities of the Association throughout the variouscitiesintheBritishIslesand twelve months of the year instead of just one Commonwealth. The Annual Meeting pro- week, and to this end Area Committees were vides a meeting ground for scientists from set up to organise a local service of scientific different disciplines, but it also gives the lectures and other activities. non-scientificmembers ofthegeneral public a chance to learn something of the Thus membership of the Association now progress of science and (more important) to means a link with an Area Committee or assess its significance and possi:ale con- Branch which is expected to provide a pro- sequences. gramme for its local members. The type of

25 programme provided will vary from one part 11 Buccleuch Place, Edinburgh. of the country to another depending on local Area : Edinburgh, the Lothians, Berwick- circumstances and needs, but insofar as it shire, Peeblesshire, Selkirkshire and Fox- seeks to create an informed body of public burghshire. opinion onmattersscientificitisan impertant and usefulpart of the adult education arlivity in this country. Glasgow and West of Scotland Area The Scottssh representative on the Execu- Committee: Secretary, Dr. J. G. McDonald, tive Committee of Area Committeesis Professor J. (ball, Department of Chemistry, Department of Extra-Mural and Adult . Education, 57/59 Oakfield Avenue, Glasgow, W.2. In Scotland there are four Area Committees, whose secretaries are as Area : West of Scotland as far northas follows: Argyllshire and bound on the east by Stirlingshire, and Dumfries- Aberdeen Area Committee: shire. Secretary : W. J. Turner, 62 North Anderson Drive, Aberdeen. Area Committee: Area :Aberdeen,Aberdeenshire.Kin- Secretary : A. G. Robertson, cardineshire and North East of Scotland. Director of Extra-Mural Studies, The University, Dundee. Edinburgh Area Committee: Secretary : F. J. Taylor, B.A., Area :Dundee, Angus, Fife,Perthshire, Department of Educational Studies, Kinross-shire, Clackmannanshire.

THE NATIONAL UNION OF TOWNSWOMEN'SGUILDS Objects: To serve as a common meeting selves, throughtheirelectedexecutive ground for women irrespective of race, committee. creed and party ; to enable them through Each Guild holds regular monthlymeetings study and the pursuit of educational, to enable all members to playa full part in cultural and social activities to fulfil their Guild activities.Inaddition, every Guild responsibilities as citizens. supplies lectures,demonstrations, and Education facilities range from talks and classes on individual subjectsfor which discussions of current affairs, both national there is sufficient demand towarrant the and international, to the study and apprecia- formation of a specialised section,frequently tion of the arts which often result in the with the assistarice of localeducational acquisition of new skills and hobbies. Above facilities. Flexibility in the educationalpro- all,Guilds provide opportunities to meet gramme and the encouragement ofa wide other women from all walks of life, to share range of interests and activitiesare the mutualinterests,and 'toincreasethe policy of the National Executive Committee. influence of women through a progressive Help and advice are always availablefrom nationwide organisation concerned with theEducationDepartmentatN.U.T.G. the fundamental issues of community life. Headquarters. The 'main aspect of thenew pattern of The Guildsare non-party and non- education, now being consolidatedthrough- sectarian groups of women, bound together out the movement,is the formation of by mutual interest and the provisions of the Education Sub-Committees at Guildand constitution laid down by the National Union Federation levels. The aim is of Townswomen's Guilds. Guilds can be to widen the scope of educational activities in themove- formed only by a N.U.T.G. representative, ment and cater more fully for the educational but their work and activities are administered needs and demands ofwomen in modern autonomously by Guild members them- society.

26 The Guilds are financed by members' Federation Secretaries: subscriptions. Most of them also initiate their own fund-raisingactivities. The money raised goes into Guild funds and may be Scottish Border Federation: spent only in accordance with the objects of Mrs. A. Piercy, the movement as a whole. 3 Low Buckholmside, The National Union is supported by a Galashiels. grant-in-aid towards the cost of developing the movement and its facilities from the Department of Education and Science and Edinburgh Forth Federation: the Scottish Education Department. Mrs. McArtur, 100 Pilrig Street, Edinburgh, 7. Scottish Committee The first four Townswomen's Guilds were Fife and South Angus Federation: formed in England in 1929, and the follow- Mrs. M. Mann, ing year the first Guild was formed in Scot- 54 Glenlyon Road, land. By 1934 this number had increased to Leven, Fife. 44. There are now 162 Guilds in Scotland dividedintonineFederations :Scottish Border, Edinburgh Forth, Fife and South, Mid-Scotland Federation: Angus, Mid-Scotland, North of Scotland, Mrs. I. E. McGowran, North East Scotland, South East of Scot- Avonside House, land, South West of Scotland, and West of Old Polmont, by Falkirk, Scotland. The total membership is 9,800. Stirlingshire. TheScottishCommittee, which was formed in 1956, is composed of two dele- North of Scotland Federation: gates from each Federation. In the past few years a number of combined events have Mrs. W. M. Wall, been organised by this Committee : exhibi- Dunally, Clachnaharry, Inverness. tions, conferences, rallies. The Scottish Committee is affiliated to the North East of Scotland Federation: Scottish Institute of Adult Education. Mrs. M. Hetrick, 13 Ashley Gardens, Aberdeen. List of Scottish Committee Officers.

1972-73 . South East of Scotland Federation: Chairman : Mrs. K. Thomson, Mrs. A. Jamieson, 12 Kenmure Road, 16 Spottiswoode Street, Whitecraigs, Giffnock, Edinburgh, EH9 1 ER. Glasgow.

Vice-Chairman : Mrs. E. Whatley, South West of Scotland Federation: 2 Hawthorn Avenue, Mrs. M. Berry, Bearsden, 12 Tylney Road, Glasgow. Oldhall, Paisley, Renfrewshire. Hon. Treasurer : Mrs. A. Wilson, 6 Hailes Avenue, Edinburgh, 11. West of Scotlanc, Federation: Secretary : Mrs. Amy Jamieson, Mrs. A. Kelly, 16 Spottiswoode Street, 286 Ardgay Street, Edinburgh, EH9 1 ER. Glasgow.

27 SCOTTISH WOMEN'S RURAL INSTITUTES

The Scottish Women's Rural Institutes, example, talks on Value Added Tax, Local thelargestnon-political,non-sectarian Government and the Common Market given women's organisation in Scotland, is the by universitylecturers and others. The lustyoffspring(58,000 members) ofa collectionofthetriviaofvillagelore, movement which began in'Canada in 1896. significant for posterity, and their preserva- Around that time some people were becom- tion in book form, was a highly commended ing aware of the unnecessary poverty of project of the S W R.I. Jubilee Year, 1967. existence of countrywomen due to their social and educational isolation. One-day schools and residential courses are held on crafts,drama,etc. and in The awareness spread to Europe and addition to housewifery competitions there eventually the campaign of a number of are playwriting, short story, speechmaking Scotsw.,.nen on the need for women's and drama competitions. institutes in rural Scotland found a sym- pathetic ear in th..: then Board of Agriculture Guidance on all these activities is the for Scotland. This led to the formation of the responsibility of the Standing Committees Scottish Institutes in 1917 with the financial of the organisation, Education, Handicrafts, and administrative backing of the Board. Housewives, International and Publications. Within six months there were 12 Scottish It is the duty of the Education Committee, as Women's Rural Institutes (three of them in laid down in the constitution, to promote the far north west). Today there are 1221. interestinFurtherEducation, theArts, Citizenship, Social Welfare, etc. The basic S.W.R.I. object is to provide social, educational and recreation 31 oppor- The conveners of these committees are tunities for those who live and work in the members of the Chairman's Advisory Com- country. To that end they specifically study mittee and meet quarterly. But final decisions domestic accomplishments and how to on allmatters are made by the Central improve the amenities of the home ; they Co,incil whose business it is "to maintain encourage home andlocalcraftsand the W.R.I. Movement in Scotland". The industries; they aim to preserve the beauties Central Council consists of representatives and traditions of rural Scotland ; they are elected for three years by the Federations in watchful of matters affecting family welfare proportion to the number of Institutes in and the community ;and as constituent each federation, and nominations are made members of the Associated Country Women by the institutes. Once in every three years of the World they try to work for international the Central Council holds a national con- understanding Thereby they hope to widen ference(inEdinburgh) to which every mental horizor,s. institute is entitled to send a delegate. The conference provides an opportunity for the These aims are put into practice in such discussionofresolutionssubmittedby ways as the ;ollowing : a full-time qualified institutes and federations. Triennially also the needlecraft adviser travels throughout the Housewives and Handicrafts committees country giving instruction, as requested, on jointly organise a conference and exhibition utilitarian upholstery, dressmaking, to the held in different centres in Scotland. advanced forms of modern embroidery. Similarlyhousewifery(cooking,baking) advice is given by qualified demonstrators The administrative headquarters of the and brought up to date, e.g. the use of deep S.W.R.I. is at 42 Heriot Row, Edinburgh, freezing EH3 6EU.

Innovations in everyday living are antici- pated and helpful preparation given as, for

28 I.;

ADULT CHRISTIAN EDUCATION WITHIN THE CHURCH OF SCOTLAND

The concern of the Church of Scotland for of Life" which is suitable both for group education at all levels is part of its heritage discussion and forindividualstudy. To as a Reformed Church. The vision of Knox supplement thismaterial the committee and the Reformers as expressed in the First organises periodical conferences and courses Book of Discipline of 1560 was that of a for elders with the co-operation of local national system of education, available to presbyteries. everyone and ranging from the local school The second area of activity is in regard to in every parish to education at a university "Young Adults". Experiments are taking level in certain main centres throughout the place in the recruitment of leadership groups country."Learning",saidthe Book of of those who understand and who can. Discipline, is the greatest treasure that can communicate with modern young people. be passed on to posterity." Under this department of the Committee's Even though Knox's system was only work there falls the Scottish Christian Youth partially realised, the concern for an educated Assembly. held annually in February. where people remained central to the life of the young people from many churches all over Kirk. Preaching often meant teaching on a Scotland come together to face the moral wide range of subjects, and the use of the andspiritual,and oftenthe economic, catechism, however outmoded it may be challenges that meet them today. nowadays, was a powerful instrument in the Thirdly, there is the wide field of the development of aliterate and articulate Christian education of the church member. Scottish people. For those who wish education in the mean- ing of the Christian Faith at an advanced It is. therefore, in line with its tradition that level the Committee co-operates with the the Church of Scotland should be involved Extra-Mural Departments of the four older with education, and in the modern situation Universitiesin running at each centre a particularly with the education of its own "Laymen's Training Course. The full course people at all stages in the understanding of embraces attendance two nights a week over the Christian faith and ethic. Since 1948 the three years, and the completion of essays General Assembly has placed special stress and/or examinations to the satisfaction of on Adult Christian education through the the examiners. This qualifies for the Com- existence of a committee especially charged mittee's diploma. Others who cannot commit with this aspect of the Church's work. themselves to this long discipline take parts AdultChristianEducationwithinthe of the course. For the use of and for educa- Church of Scotland may be looked at under tion in congregations the Committee pub- three different emphases. Firstly, there is the lishes a series of "Burning Issues" based on task of training and educating elders for matters that have come before the General the particular work that they are called upon Assembly and another similarseriesof to do. For this the Committee on Adult "Issues for the Church" is to be issued this Christian Education has prepared a two-year year ; the book lists of suggested suitable "Elders' Training Course" on "The Nature literature on specificsubjectsfor con- of the Church", and "The Nurture of the gregational education groups are also avail- Church". Each part contains material for able. The Church is in process of reorganis- nine discussion sessions, with preparatory ing its Department of Education so that all and source material, discussion questions its teaching work may be planned together. and project suggestions ; there is a manual Parish Education will be concerned with for the leadereither the minister or a Christian teaching from the cradle to the qualified elderand a handbook for each grave, in the recognition that learning is participant. It is intended to be used in Kirk always a continuing process. The Education Sessions meeting together as a group. To of Ministers and of Laymen, of Missionaries them has now been added a third course on at home and abroad and of Young People Christian Ethics called "The Christian Way will all be its concern.

29 The productionof new materialfor Further information on any aspect of this Sunday School, Bible Classes and Youth work may be obtained from the Department Fellowships continues, as does the Youth of Education, 121 George Street, Edinburgh, Leadership Training and Conference work EH2 4YN or from the Reverend Colin T. centred on Carberry Tower where the Day, M.A., Warden, Carberry Tower, Mussel- Church's Sunday School and Bible Class burgh, Midlothian. teachers and hundreds ofyoung people have opportunities of learning arid of enrich- ing experience.

SCOTTISH CO-OPERATIVEEDUCATIONAL ASSOCIATION

The S.C.E.A. continuesitsservice of Youth work continues with the Specialist educational activities thrcugh Co-operative Groups,i.e.,Choirs,Elocution, country District Councils and local Co-operative Dancing, being well catered for at District Societies, even though the Movement, at and National Festivals, both of whichare present, is going through a period of change. well supported by competitors who reflect This service covers assistance and guid- the quality of the work being done. ance on Staff Education and training, part With assistance from th9 Scottish Educa- of which through Day Classes and Corres- tionDepartment twoPart-TimeYouth pondence Courses, leads to full -time study Officers have been appointed to develop at the Co-operative College Management Co-operative Youth Movement Units, but, Centre. their work was affected by the Miners' Strike It is a credit to the Local Authority Further during which time Groups were not in Education Services that Scotland continues operation.This development has given to be well represented at the College each sufficient indication as to its value to have year. the experiment continued. The past, present and continuing statutory Useful addresses are: changes in the community, e.g., decimalisa- Chief Education Officer and Co- tion, industrial relations act, value addedtax operative College Principal: and metrication, has complicated the normal R. L. Marshall, 0.B.E., M.A. training activities, particularly in the field of managementa challenge which is being Secretary of the Co-operative Union, met. Scottish Section: The problem of our Member Education R. Bluer, A.C.I.S. continues to be difficult what with themove- ment of people from centres of population. Education Officer: the lack and often the cost of accommoda- H. A. MacFadyen, 95 Morrison Street, tion creating difficulty whenwe try to re- Glasgow, C.5. Tel. 041-429 2556/.7., develop basic member groups in newareas Secretaries of the Musical Associa- While the active Co-operator,one already tions: involved in Co-operative Organisation,has Area and Secretaries Names and many opportunities for educational pursuits Addresses: throughConferences,Schools,College Fife studies and running their Local Society,the Mrs. J. Blarney, 12 Gordon Street, Loch- attractingof the new or uncommitted gelly. member continues to be difficult in spite of many Working Parties having been formed West of Scotland to try and find a successful method of Mrs. M. C. Gowers, 181 Leithland Road, approach. Glasgow, S.W.3.

30 East of Scotland Fife Mrs.J.Sharp,222MayfieldDrive, T. Marshall, 82 St. Nicholas Street, St. Armada le, West Lothian. Andrews, Fife. 4

Co-operative District Councils: Glasgow and District Area and Secretaries Names and Secretary: Mrs. N. Bargh, 95 Morrison Addresses: Street, Glasgow, C.5.

Ayrshire D. Masterton, 2 Ward law Avenue, Muir- North Eastern kirk, Ayrshire. H. Gordon, 62 Broich Terrace, Crieff. Border Counties D. F. Anderson, "Dumyat," 3 Glenfield Renfrewsh i re Road East, Galashiels. W. Pearson, 50 Fauldshead Road, Ren- frew. Central W. Burke, 73 Laburnum Road, View Park, Uddingston. Southern Counties W. D. Beck, 24 Jock's Loaning, Lincluden, East of Scotland Dumfries. A. C. McDonald, 57 Stenhouse Drive, Edinburgh, 11. Stirling and Clackmannan Falkirk and District P. Campbell, 15 Gean Road, Alloa, Clack- G. Runciman, 13 Friars' Way, Linlithgow. mannanshire.

THE ASSOCIATION OF TUTORS IN ADULT EDUCATION: SOUTH-EAST SCOTLAND BRANCH

The South-East Scotland Branch of the of the Workers' Educational Association and Association of Tutors in Adult Education was has submitted evidence to the Alexander formed in 1968, after a period of years when Committee on Adult Education in Scotland. no organisation of this kind existedin Scotland. The Tutor's Association (as it is The Association holds about six meetings usually known)isaBritishassociation a year. which caters both for full-time and part- Chairman: Miss A. Altschul. time tutors and aims to bring adult tutors together to discuss teaching methods and other professional matters. The South-East Secretary: Scotland Branch is affiliated to the Scottish Mrs. B. A. Richardson, Institute of Adult Education, represented on 28 Weavers Knowe Crescent, the Extra-Mural Committee of Edinburgh Currie, Midlothian University and on the District Committee (Tel. 031-449 2646).

31 -.....,_

POST-GRADUATE DIPLOMASIN ADULT EDUCATION

UNIVERSITY OF EDINBURGH Application forms may be obtained from : The Head of Department of Educational Studies, Department of Educational Studies University of Edinburgh, 11 Buccleuch Place, DIPLOMA IN ADULT EDUCATION Edinburgh, EH8 9JT. This post-graduate course is designed for students who wish to acquire a professional qualification in adult education, and will be of value to graduates who are already work- UNIVERSITY OF GLASGOW ing, or who wish to work, in the broad field of adult education either as teachersor Department of Extra-Mural and Adult administrators in Britain or overseas. Education and DIPLOMA IN COMMUNITY Department of Education DEVELOPMENT Thispost-graduatecoursecombines DIPLOMA IN ADULT EDUCATION academicandpracticalwork,andis intended primarily for those whoare already The course of study extends over two employed in, or who wish to be employed academic years (part-time) or one academic in, community development either in Britain year (full-time). It is intended to give the or overseas. opportunity to those interested in Adult Educationofstudyingitstheory and Post-graduate Diploma Courses may be practice.Candidateswillnormallybe taken full-time over one year or part-time graduates, but others may be considered. over two years. Further details, and application forms, may beobtained from : HIGHER DEGREES The Director, Graduates with good honours degrees Department of Extra-Mural and Adult may be admitted to pursue research in adult Education, education, community development or edu- University of Glasgow, cational studies at M.Sc. (Social Science) 57/59 Oakfield Avenue, or Ph.D. level. Glasgow, G12 KW.

32 FURTHER EDUCATION Subjects of courses followed by part- time students (other than those released from employment) Non-vocational further education Table 31 (31) Year ended July 1971 t Further education centres Subject enrollingNumber One term courses studentsEffective enrollingNumber Two term courses studentsEffective- - enrollingNumber Three term courses studentsEffective enrollingNumberCourses over one year studentsEffective enrollingNumber All co studentsEffective 2 I Agriculture and horticulture Men IWom. 1461 142 Men Wom, Men IWom. Men133 130 761I21 61 I S7' Wci(n. Men 46 -- 12 Worn. Men Wom, Men 10 8 Worn. Men - -- Wom, Men Wom, Men I Wom, 234 12 213 1 198 183 1 S43 ChemistryBusinessAncientBiological languages studies sciences and literature 23 1 4 541399 -- 202106 3 445339 6783 1,135] 4973' 9 - 730 84 82 - 196 10 8 I - 175 - 221317 4 1.893 S14 9 163276 39 1,350 - 432 42 53 6 Cookery 6 2, - 1 58 1,743- 17 4,359 IS 3,219 3 73 2 9 - 18 75 8 I - 5,038 6 7 Economics 32 124 27 I I 5 --- u58 - - - 4382 6.497 6 38 2 7 98 FirstEnglish aid languageand hygiene and literature 37 173 278 36 144115 8 - I132 - 248 49 - 148 90 - 192 - 58 SS -- S4 47 - 372126 - - 3126 477227 259453 42180 221380 98 10 1 - - 11 GeographyGeneral science 4 42 358 IS 335 30 82 7 73 13 611 4 _- - - 502 457 SS 41 1 399 10 25 IS141312 LawHistoryHandicrafts and hobbles 5,03 382 6,54 S 4.257 319 5,423 448 7,97S 12,531 253163 233399 6.078 172 III - 9,766 294I SS 64 -7 - 821 1727 1,990 RI11 712 1623, 1,669-_ - 10 - 13,832 21,066 11,047 16.85837662 1,026' 514 817 1413III Mathematics -- 99 46 - -- - 16 Modern languages, literature and 1,6201 707 1.328 75 - - 1,060 1,864 822 1.493 IS 1718 Music culture 4077S7 1,484 4 346604 1.175- 399 1,07011,962- 3,1931,346 1,183- 854 2,0381,075- - 326628 - 415733 280535 - 382606 - -- 1,8033,347 2,2405,410 2,322I, 1,8463,819 17- 16 - 19 2019 PhysicalPhilosophyNeedlecraft country dancing) training (including 5,9681 14,037 25 11,81'I 5 5.300 12,044 25 10,35012 5 7,155 3 29,370 16,884 25 5,646 12,395 3,7 23,388 - 22 - 1,620 2,0562.840-- - 1,263 1,7122,378 - --- 4522 -- - 2028 44,044 30 1928 36,135 27 1918 2221 PsychologyPhysics 3 132 28 109 S2 100 39 - - - - 43 14,743 33,022 12.209 26,194 20 - 86 232 67 21 252423 SpeechSocialReligious studies training studies and drama 124456 24 14765 73 109386 21 129520 SS 130 23 4 190157 II 9316 4 156 73I I - 83 132 2 -- 59 107 2 - -- 479 28 814 84 - 261402 25 636182 24 2266 23 2726 OthersVisual arts 1,352 478 3,8351,265 1,076 411 3,0311,103 1,524 982 3.62S1,720 1,099 671' 2.6921.265 114 - - 337163 - 417SS3 - 249134 466 2 __ 7 _ I ---- 6 2,6712,167 337 5,9725,450- 469 1,9961,645 4.6224,267 2726 392 25 2928 Total Men and women) 17,341 63,856 14,817 39.399 21,959175.833 16,48154,216 57,833 97,792 74,314 4,105 13,679 9,574 3,344 11,373 8,029 326 - 1602 158 144 I 143 43.407132,090 34643105;404 28 175,487 140,047 29 A Tab Is 31 (continued) Central Institutions One term courses Two term courses Three term courses - Courses over one year All courses &Lanett en rollingNumber studentsEffective enrollingNumber studentsEffective I enrollingNumber - studentsEffective enrollingNumber studentsEffective enrollingNumber studentsEffective 1 I 32 AncientAgriculture languages and horticulture and literature Men Wom. Men Wom. Men Wom Men Wom. Men Won. Men Wom. Men , Worn. Men Wom Men Worn. Men Wom 2 I 4 BusinessBiological studies sciences , _ - 6 S Chemistry ______1 _ _ 54 10 'General987 , science FirstEnglishEconomicsCookery aid languageand hygiene and literature _ _ -- _ _ _ _ _ 10 9876 16IS1413II12 MathematicsGeographyLawHistory1-hindicrafts and hobbies 12 14 12 14 12 14 12 14 IS1413II12 1917 NeedlecraftMusicModern languages, litculture _ _ _ _ _ - 911 133 83 114 I 316 I 274 98 I 316133 93 I 274114 1817 II Philosophy _ _ _ _ _ 3_ _ 19 2021 Physical country dancing) training including ______20 Physics _ _ 21 22 _ _ _ Psycbotesy _ _ 2423 SocialReligious studies studies _ _ _ _ 22 2625 VisualSpeech arts training and drama _ 6 _ 24 _ 4 22 477 826 224 347 41 I 135 15 35 I 115 1 I 53 108 38 _ 82 537 41 973135 267 35 115 25 a24 2827 TotalOthers 6 24 4 22 529 40 840 276 40 361 140 283 _119 _ _ 240 67 440 16 5213 364 8 742 53 1,587 16 451 53 462, 26 8 27 ______987' 28 29 _ 30 26 1,369 637 423 Total (Men and women) _ _ _ _ _ 359 507 _ _416 2,329 1,438 29 Effective students are those who attended at least two-thirds of the total number of _ _ _ meetings. _ __ 13 _ _ _ _ FURTHER EDUCATION SubjectsTable 31 [31]of courses followed by part-time students (other than those released from Non-vocational further education Year ended July 1971 employment) (continued) University extra-mural departments and Workers' Educational Association - -- - ... Sub lea enrollingNumber One term courses studentsEffective enrollingNumber Two term courses - studentsEffective enrollingNumber Three term courses st..dentsEffective enrollingNumberCourses over one year studentsEffective enrollingNumber All courses studentsEffective Men Worn. Men Worn. Men Worn. Men , Worn . I Men Worn. Men Worn. Men Wom Men Worn Men Wom. Men Wom. 1 243I BiologicalAncientAgriculture languages sciences and horticulture and literature 634 45 4 1.172 62 8 523, 42 4 1,045 54 8 125332 18 558 SO 3 237 Id 448 8 -- 26 -- 8 14 ___ 9741911 63' 4 1,756 65 8 768 58 4 1,507 56 8 32 , Business studies 73 I, 14 66 10 100 37 -- 64 166 47 4 S41 , I Chemistry i - - - 5 87 1 EconomicsCookery 249 100 194 83 221 98 135136 71 29 101 22 21 7 - __- 499 208 351 161 76 II1012 9 GeographyGeneralFirstEnglish scienceaid languageand hygiene and literature 824267 63 221800703 661233 51 215704602 462214 58 244307662 261 49 242219505 2240 20 2237 8416 ------1,308 121521 1,2071,466 465 964405100 1,194 457939 10 98 13 Handicrafts and hobbiesisLaw tory 839 1.785 740 1,576 1,219 108 92 - - - II12 15 MathematicsHistory 135 36 199 82 101 28 155 71 588 22 109 22 474 1318 954 71 1 1 1 40 - __ -- - 1,478 157 511 3,112 308 1,254 119 2,622 226 1413 1716 MusicModern languages, literatureculture and 358(05 597228 335 81 541198 211 516369 180 301 269 55 366 133 53 203 53 - __ - 585 963104 394 41 702 82 16IS ,.. 288 204 390 76 __ 701 17 212019le PhysicalPhilosophyNeedlecraft country dancing) training (including 4073 134 10 4060 108 8 84 114 45 S3 ------157 40 I,189 248 10 105592 40 984161 8 201918 Physics __ __ 8 4 5 2 - 5 2 21 25242322 SpeechSocialReligiousPsychology studies training studies ano drama 1,168- 309 42 8 1,526- 986404145 4 1,079 228 36 6 1,387 261125 3 - 295(OS 3512 - -AI379 87 5 239 31SS 318164 76 4 -- _- _---__ --__ 821914 S 114128 46 146210 101 9b38 1.482 426161 20 8 2.019 619472 94 1,332 321101 17 1,801 438327 7 25422322 2627 OthersVisual arts 445278 631 652237 640980 228297 424757 204194 II 385578 - 1016 - 9119 69 7415 23 __ 3 19 683596 1.8571,074 443862 1,5511.040 2726 28 Total 5,995 9,891 5,397 8,674 3,625 6,1% 2,627 4,834 - 500 - 829 - 329 - 558 - 120 - 311 - 119 --- 254,10,240 17,227 8,442 14,320 28 Effective studentsTotal are those(Men andwho women)attended at least two-thirds of the total number of 15,886 14.071 9,821 7,461meetings. 1,329 . 887 - 431 - 343 27.467 22.762 29 cow FURTHER EDUCATION Courses followed 1.,/ part-time students (other than those released from employment) Non-vocational further education I able 32 (32) Year ended July 1971 Years ended July 1967-July 1971 I Year ended July 1967 Duration of course Further education centres Institutions Central ken'menuUniversity Educational and extra-Wor-mural depart-Association Further education centres Institutions Central kers'mentsUniversity Educational and extra- Wor-mural depart-Association Numberenrol- lung students Effec-tive Numberenrol- ling students Effec-tive Numberenrol- ling studen Effec- tive Numberenrol- ling students Effec- tive Numberenrol- ling students Effec- tive Numberenrol- ling students Effec- tive I One term 1 32 MenWomen and women 63,85646,51517,341 54.21639,39914,817 3024 6 2622 4 i 15,886 9,8915,995 14,071 8,6745,397 46,99032.35414,636 38,60026,48512,115 399389 10 378368 10 9,3525,3214,031 7,5194,4023,117 32 645 Two terms MenWomen and women 97,79275,83321,959 74,31457,83316,481 1.349 840529 637361276 9,8216,1963,625 7,4614,8342,627 109,29382,36926,924 83,95863,30220,656 230158 72 220154 66 5,3953,0572,338 3,5451,9861,559 654 987 Three terms MenWomen and women 13.679 9,5744,105 11,373 8,0293,344 423283140 359240119 1,329 829500 887558329 8,8095,7043,105 7,5024,8842,618 1.9541,219 735 1,226 738488 444215229 300126174 987 10 Over one year Men 2 1 67 52 120 89 702 580 166 115 10 1211 All courses MenWomen and women 160158 144143 507440 416364 1 431311 343254 1,491 789 1,288 708 884718 743628 - -- 12II 14IS13 MenWomen and women 175,487132,08043,407 140.047105,40434,643 2,3291,587 742 1,438 987451 27,46717,22710,240 22.76214,3208,442 166,583121,21645,367 131.34895.37935,969 3,4672.484 983 2,5671,888 679 15.1918,5936,598- 11,364 6,5144,850- 151413 Table 32 (continued) Year ended July 1968 I Year ended July 1969 Duration of course Further education centres Institutions Central kers'Universityments Educational and extra- Wor-mural depart-Association Further education centres Institutions Central kers'Universityments Educational and extra- muralWor- depart-Association Numberenrol- ling students Effec-tive Numberenrol- ling students Effec-tive Numberenrol- ling student, Effec-tive Numberenrol- ling students Effec- tive Numberenrol- ling students Effec-tive Numberenrol- ling students Effec-tive 32I One term MenWomen and women 39,30028,39410,906 31.75022.855 8,895 327311 16 301287 14 10,731 6,2284,503 8,5735.0133,560 66.41549,17117,244 53,57739,66613,911 III122 11 109120 II 11.832 7,1404,692 9,8735.9243,949: 32 1 654 Two terms MenWomen and women 109,83984,99724,842 82.72563,68919.036 1,032 667365 694452242 8.2285,2882.940 5,6013.6471.954 91,12770,54620.581 69,03753,20615.831 758427331 446272174 4.6457,7993.154 5,5293,2562,273 654 897 Three terms WomenMen and women 11,341 7,9133,428 10,026 7,0073,019 1,009 595414 641378263 870485385 685314371 7,3852,6079,992 7,7135,7221,991 916561355 622386236 1.7131,054 659 1.213 732481 987 II1210 Over one year WomenMen and women 1,007 295712 687492195 727600127 443539 96 364190174 292153139 233 161 72 208148 60 622526 96 439364 75 260150110 187112 75 121110 151413 All courses MenWomen and women 121,599161,48739.888 125,18893.74631,442 3,0952,173 922 2.1751,560 615 20.19312,191 8.002 15.151 9,1845.967 167,767127,26340,504 130,53598,74231,793 2.4181,625 793 1,6271,131 496 21,60412,989 8.615 16.80210,024 6.778 151413 TableCoursesFURTHER (-) followed EDUCATION by part-time students (other than those released from employment) Non-vocationalYears ended further July 1967-Julyeducation 1971 Year ended July 1967 Percentage of effective students to number enrolled Year ended July 1968 Year ended July 1969 educationFurthercentres Institutions Central and Workers'departmentsextra-muralEducationalUniversity educationcentresFurther Institutions Central and Workers'departmentsextra-muralEducationalUniversity educationFurthercentres Institutions Central and Workers'departmentsextra-muralEducationalUniversity All courses Men 79.28 69.07 Association 73.50 78.82 66.70 Association 74.56 78.49 62.54 Association 78.67 WomenMen and women 7878.68 84 Year ended July 1970 74.0476.00 74.8075.80 77.5277.09 Year ended July 1971 70.2771.79 75.0375.33 77.8077.58 67.2869.60 77.7777.17 All courses MenWomen and women 774777.4878.28 664366.6867.11 684368.2169.26 79.80 61.7462.1960.78 82.8783.1282.44 FURTHER EDUCATION Subjects of courses followed by par.-time stude.sts (other than those released from employment) Non-w.z.ational further education Table 31(-) Years ended Juiy 1967-July 1971 All courses Subject enrollingNumberYear ended July 1967 studentsEffective enrollingNumber 1 ear ended July 1968 Effectivestudents enrollingNumber (ear ended July 1969 studentsEffective enrollingNumberYear ended July 1970 studentsEffective enrollingNumberYear ended July 1971 studentsEffective I Agriculture and horticulture Men Wom., Men202, Wom. 245 168 197 Men Wom., Men336 41 358 31 284 , Wom. 295 Men Wom. 230 164 Men Wom. 202 145 Men 387 , Wom. 384 Men Wom. 335 334 Men Wom. 2971 278 Men Wom 256 239 I 65432 ChemistryBusinessBiologicalAncient languages studies sciences and literature 1,649 546157134' 2,2971 8% 6278 i,373 413128 73 1,582 66o 4257 1,241 975 7,6661,2411,738 722,890 24 1,225 826 19 1,295 587 IS 1,1681,684' 1014 498977 10 1,264 788 12 9 287905 41 1,315 885 57 132626 20 635902 27 1,2911 419, 16: 4 1,9572,270 9 1,044 329 13 3 1,3971,939 818 5432 10 987 GFirstEnglishEconomicsCookery aid languageand hygiene and literature I science 1,9381,279 634,9421 27 7,4841,803 911246350 1.4891 5831728'6138 18 5,7481,445 684212199 1,085- 683784450 68 -1,847 694216,350 - 82216421605'300, 60 1,3%5,605 282528172 1,706-109 498727741 7,5601,6121,739 117373 1,386 443561565100 5,6831,3211,368 304125 1,595 506614673 38 1,2747,2801,607 234252 1,062 466431452 30 1,1365,635 888201 165 1,810 471748542 B2' 6,4971,6641,919 259214 1.31.1 426585389 75 1,3381,5745,0381 221163 10 9876 I I 189 2 8 6 149 245 1561 133 1 1 7 100 120 1531 104, 1 1 7 183 7 7 137 146 1 1 9 4 9 4 I I 141312 HistoryHandicraftsGetigraphy and hobbies ,1 14,003117,344 1,605 359 2,902: 11.412114,5001,1761 310 2,207 167, 13,685117,932110,9701,9001 116 3,169, 193 1,1613 14,4112,463 134 13,311120,9691,365 168 1 67, 147 10,676 1,088 135, 16,673 1,979 109 12,613120,7511,417 III 2,867 176 9,920 16,567 998155 1.986 13,8442,140 157 21,080 4,138 520 11,059 16,8721,768 119 3,439 141312 IS MathematicsLaw 1 385, 2541228 282 187 471 339 MI 359 487 341 379 237 471205 671 118 1.1 I 81 300 1,575 226 1716 NeedlecraftMusicModern languages, literatureculture and 3,9601,819 4 41.062 2,8817,244 2,6791,462 2 33,546 2,4495,127 1,9453,187 8 46,035 2,830S.673. 504 2,10611,588 3 36.13(11 2,3823,934 2,0723,495 21 46,354 2,7317,097 2,4561,712 18 37,049 2,2054,994 2,0973,283 10 45,138 3,1756,114 2,3571,702 339 7 36,035 2,4654,386 495 2.6023.932 29 44,360 3,5626,3731.968 2,1552,716 863 29 36,409 2,9444,521 181716I5 20leIS PhysicsPhysicalPhilosophy country dancing) training (including 13,042 164 84 29,530 300 20 10,609 6793 22,293 , 189 13 13,562 180170 "1,540 253 37 10,994 169120 21,851 175 30 13,932 158 5I 30,269 146 16 10,950 101 39 22,628 8510 12,997 238 58 29,919 293 I 10,296 21,982 157 311 193 I 14 783 177 8 33,032 278 4 12,249 26.202 20 124 5 188 19 232221 SocialReligiousPsychology studies studies I 1,237, 597517 2.498 776,963 1,029 441313 2,003 517624 9201363253 1,834 616687 772263163 1,428 455442 1,433 387269 2,997 627617 1,187 294184 2,419 486459 1,457, 346,237 2,106 495591 1,282 245133 1.682 360351 1.961 454247 2,833 703704 1,734 346168 504509 2322 2 21 27262524 TotalOthersVisualSpeech arts training and drama 52,948132,2933,5793,375 501 4,0746,622 928 41.498103,7812,9662,473' 374 3,1874,902 720 48,812135,9632,7773,331 437 4,3027,173 851 38,024104,4902,1582,331' 332 3,3115,139 710 49,912141 8773,0643,257 414 4,5126,932 961 39.067,)9,8972,3542,324 324 3,5055.129, 794 47,689138.9933,2153,328 566, 4,7867,544 895 36,508106,3992,4512,264 431 3,6925,322 704 54.389150.8943,4073,300 398 7,0628,280 613 43,536120.7112,9112,355 28 313 5,6706,2802,437 272624 514 25 2928 Effective studentsTotal are those(Men andwho women)attended at least two-thirds of die total number of meetings 185,241 145.279 184,775 142,514 191,789 148.964 186,682 142,907 205,283 164.247 29 MISCELLANEOUS ADDRESSES

Association of County Councils in Scotland : Scottish Central Library: Secretor: Frank Inglis, C B.E., 3 Forres Street, Librarian M C.Pottinger,F.L A ,Lawnmarket, Edinburgh (031 -225 1626). Edinburgh (031-225 5321). Association of Directors of Educationin Icottish Civic Trust: Scotland : 24 George Square, Glasgow, G2 1 EF General Secretary:ThomasHenderson,M.A., (041-221 1466). B.Sc. (Econ.), New County Buildings, George IV Bridge, Edinburgh, EH1 1 HQ. Scottish Churches House, Residential Ecumenical Centre: Association of Higher Academic Staff in Dunblane, Perthshire. Write to the Warden Colleges of Education in Scotland : SecretaryGeorge Paton, M.A., M.Ed ,Hamilton Scottish Council for Commercial, Adminis- College of Education, Bothwell Road, Hamilton, trative and Professional Education: Lanarkshire, ML3 OBD (Hamilton 23241) 22GreatKingStreet,Edinburgh,EH3 6QH Secretary :D. M H.Starforth,M.A.(Oxon) Association of University Teachers (Scotland) : (031-556 4691). Hon. Secretary : B. W Ribbons, BSc., M.Inst.Biol, F.L.S.,DepartmentofBotany, TheUniversity, Scottish Community Drama Association : Glasgow, G12 800. Organising Secretary :William March, 78 Queen BBC: Street, Edinburgh, 2. Broadcasting House, 5 Queen Street, Edinburgh Scottish Council for Research in Education: Carber-y Tower, The Church of Scotland Director:Dr. W. B.Dockrell, 16 Moray Place, Youth Leadership Training and Conference Edinburgh, EK3 6DR. Centre: Scottish Councii of Social Service: Musselburgh, Midlothian. Warden: Rev. Colin T. Director: 18/19 Claremont Crescent, Edinburgh, Day, M.A (031 -665 3488). EH7 4HX. Carnegie Trust for the Universities of Scot- land: Scottish Field Studies Association : Hon. Secretary: Miss Joy Tivy, B.A., B.Sc., Depart- Secretary and TreasurerDr A. E.Ritchie, M.A., B.Sc., M.Sc., M.D., F.R S E., Merchants' Hall, 22 ment of Geography, The University of Glasgow, G12 800. Hanover Street, Edinbjh (031-225 5817). Association Headquarters and Executive Secretary Carnegie United Kingdom Trust: Mr. C. Scott, Estate Office, Blair Drummond, Nr Cc,maly Park House, Dunfermline, Fife. Secretary : Stirling (Doune 203). Michael Holton (0383-21445). Field Centre :Kindrogan Field Centre, Enochdhu, Educational Institute of Scotland : Blairgowrie, Perthshire (Strathardle 286). General Secretary :G. S. Bryden, M.B.E., M.A, Scottish Schoolmasters' Association: LL.B., F.E.I.S., 46 Moray Place, Edinburgh, EH3 6BH General Secretary :R. McClement, 41 York Place, ()31 -225 6244). Edinburgh, EH1 3HP (031-556 8825). General Teaching Council for Scotland: Scottish Secondary Teachers' Association: Registrar :GeorgeD.Gray,M.A., 140 Princes GeneralSecretary :James Docherty,M.A.,15 Street, Edinburgh, 2 (031-225 1152/3). Dundas Street, Edinburgh, EH3 603G Headmaster's Association of Scotland: (031-556 5919). Hon. Secretary : W Ferguson, M.A., Knox Academy, The Scottish Sports Council: Haddington (Haddington 3387). 4 Queensferry Street, Edinburgh, EH2 4PB. National Institute of Adult Education (England Scottish Universities Council on Entrance: and Wales) : Secretary: A. D. Mackintosh, B.Sc. (from 1.10.72), Secretary: A K. Stock, B.Sc., M.Ed., 35 Queen Anne Kinburn House, St. Andrews (2406) Street, London, W1M OBL (01-580 3155). Trades Union Congress Nature Conservancy: (Postal Courses Office): 12 Hope Terrace, Edinburgh, EH9 2AS. Tillicoultry, Clackmannanshire (248), National Trust for Scotland : Universities Council for Adult Education : 5 Charlotte Square, Edinburgh, EH2 4DU. Hon. Secretary: F. W. Jessop, C.B.E., M.A., LL.B., Saltire Society: F.S.A., Rewley House, Wellington Square, Oxford 483 Lawnmarket, Edinburgh, EH1 2NT. (0092 57203).

40 Adult Education and the Young Adult

A NOTE ON CONTRIBUTORS

David H. Dickson is Tutor-Organiser, West of Scotland District, W E A . J. B. Barclay is Deputy Director, Department of Educational Studies, University of Edinburgh, Ian Bowman is Lecturer in Liberal Studies, Falkirk Technical College, Geoffrey V. Drought is Deputy Director of Education, Dundee. D. W. Mackenzie is Lecturer in Communications, Glasgow and West of Scotland College of Domestic Science. J. McKinney is Secretary, Board for Information and National Tests in Youth and Community Service, Edin- burgh, Norman M. Macaulay is Headmaster, Knightswood Secondary School, Glasgow

YOUTH AND EDUCATION

David H. Dickson However, in analysing the role of youth as a radical or revolutionary force in society it In this article the main focus will be on the would be a fundamental error to view them difficultiesentailedininvolvingyoung as a socially homogeneous group; in fact people in liberal education. To place these they are an extremely heterogeneous group : problems in a realistic framework the first age being about the only common character- part of the article will be concentrated on istic. Furthermore, the section involved in outlining an analytical perspective which political activities is very positively correlated will give some social reality to the vagueness with levels of education, particularly with of the terms "youth", "young people" and post secondary education. Even Roszak, the "young adults". arch-theorist of the youth revolution, has A use. ill starting point is the argument that recognised that not all young people are young people are living in radically changing involvedinradicaloppositiontotheir societies and, moreover, are actively involved society : indeed, he suggests that it is most asagentsinfurthertransformingtheir likely only aminority of theuniversity societies. Indeed, some academic theorists campus population. This is true of the groups view contemporary youthasthe most in West Germany and the Netherlands. In important agent of radical social change. In Britain groups like Shelter, Oxfam and Child this style, Theodore Roszak, an American Poverty Action also attract young people academic observer, argues that youth are with some higher educational experience. developing a "counter-culture" in opposition Obviously then education is an important to the dominant technocratic culture of factor in determining the levels of social and modern society and, in this, are the seeds and politicalparticipation ;indeedthe most motivationsfortherevolutionarytrans- recent research suggests thatitis more formation of the industrial social system. important than political activism in affecting Ithas also been argued that in West attitudesoftoleranceandinshaping Germany the youth have played a significant democratic values. Education is therefore a part in the extra-parliamentary opposi- major social determinant. tion which, some would argue, has injected The consequence of this for the radical a new democratic spirit into the politics of change theory are extremely interesting : for the Federal Republic. In the Netherlands a one thing it suggests that even in a society similar example is the formation of the new which has experienced radical degrees of political party, Democraten 66, mainly by social change, the youth of that society are young people, which has won seats in the not very different, as regards a significant Parliament and is primarily concerned with dimension of social and political behaviour, articulating aqualitative critique of the from the adult population :that levels of social and political system. education is animportantvariablein

41 affecting the attitudes and behaviour of motivate these young people towards adult youth as well as adults. Consequently, in educationitis a question of mobilising this respect the degree of social change is not those at tht, periphery of involvement. In this so radical as many popular and academic task some useful work has been done by writers would claim. the Extra-Mural Department of Glasgow University. This work involved a series of A further consequence is that for many conferences on Youth and Politics and it has young adults participation in political and producedaworkinglistofpotential sociallifeis not a dominant, or even a students; but of more import for further marginal, activity and, consequently, the development contact has been made with culture of this group isin no sense a key figures in local communities :youth "counter culture": but is more likely an club leaders and the new Youth and Com- inarticulate echo of the commercial values munity Officers. This is important beer .se of the mass-mediathe idea of the "swing- it is in the youth clubs that significant new ing teenager" may be a myth but all too often advances can be made. However, in extend- the modern teenager is an impoverished ing this work it will be necessary to have a version of this popular conception. This is more flexible and imaginative approach to thereforeanother versionof the two administering and financing new projects: cultures; and this simple dichotomy pro- one casualty is likely to be the traditional vides a useful heuristic perspective for dis- twenty-week course with a fixed regular cussing some problems of youth and educa- attendance. tion. In concentrating on youth clubs and Starting wi!'t the groups of young people interest groups there are many disadvantages who have had sorra experience of post- as well as gains : thus while it is possible to secoesry education it can be argued that a involve young people it is difficult to make fairly large number can be expected to be this involvement a continuous and expand- involved in associations concerned with ing experience. How to achieve this is likely social and political problems. Here educa- to be a major challenge tor adult education- tion, particularly informal further education, ists. One thing however is obvious: the has a meaningf..)I role :n encouraging these present administrative arrangements in no participants to be aware of the complexity way facilitate a solution. of their interest-problems and to see how these interest-areas relate to wider social However, even if the efforts to expand the perspectives. Accordingly, the W.E.A. has universe of adult education in this way are organised courses for groups Interested, for successful, other things being equal, it will instance, in world poverty. The aim of these still mean that for the lives of a large number courses was to provide detailed knowledge of young people education, and particularly concerning the subject and to analyse these adult education, is unlikely to be even of problems within a wider perspective than marginalsignificance.For many young that of the individual interest group : in this leavers;thosewithverylimitedpost- way the student not only studiedthe secondary education ; those employed in problems of world poverty but also his routineclerical and industrial work the individual and group roleinfinding world of adult education will be an alien acceptable solutions. Other courses of this social milieu. Yet the life-styles of this nature were provided for those concerned group raiseproblems for which adult withwelfarerights,childpoverty and education can offer solutions. Many young housing :in each case the students were people in this group, particularly those under nearly all young people with some kind of twenty, have life-styles which fall far short post-secondary education, in some cases the of the stereotyped modern youth. A study in majority were university students. the North of England showed that the average teenager in youth clubs was at the Thereare,obviously, many potential most a poor image of the mass-media students in this group who are not being projection of the vivacious swinging teen- reached and here great efforts are required to ager. Another study of the leisure habits of

42 ,

teenagers in a London suburb showed that The work done at these schools could easily watching television was an activity in which be orientated towards the needs and prob- many participated. Studies in Scotland, in lems of the young worker : but the narrowly the industrial belt, ranked going to cafes restricted andunimaginativeeducation and visitingfriends'houses as popular policy of the T.U.C. will be a singularly pastimes. Consequently, the average teen- difficult barrier to surmount. If this cannot ager would seem to be more an observer be changed a new approach could be tried than a participant in the gay life of the with the co-operation of individual unions affluent society. Other studies have indicated and the financial aid of central or local that many young people are unsure of them- government : as this financial aid is available selves, their values and the society in which for other social groups there is no reason why they live. it should not be available for young trade unionists. Thus for these individuals, if they can be motivated, education can have an important Related to this work aspect is education role in relation to their individual problems for the young person in his role as citizen and with problems concerning individual and member of the local community. Con- and social identity, with family and com- cerning what might be called Community munity relations, and with the problems education the work being done at Jordan- arising from occupation and work. Three hill College of Education is most encourag- areasaredirectlyrelevant :work and ing : in this it has been shown that subjects employment, the community and leisure. like politics and economics can be taught In all these areas much is done, and more in k. n interesting style which captivates and must be done, in the secondary school stimulates the imagination of theearly before young people embark on their work- leaver. In this the study of the local political ing lives. In this context it is important to system and community is an obvious area emphasise the significance of the idea that where the student can be directly involved : education is a continuous process: much of also the application of games theory to what is possible after a person leaves school teaching methods makesitpossible to will depend on what is done in school. introduce the problems of the international Education. it must be stressed, is more than society in a style which similarly directly training for a career or occupation :adult involves the student. An important point is liberal education must begin in school. that the area of community education and the area of education for work could easily Starting with education for work it has be combined in a short residential course on been argued that young people need some the problems of work and community. Space understanding of the structure and organisa- prevents a discussion on the content of a tion of industry :the nature of industrial syllabus for such a course but the need for society, its tensions and "its hierarchy and such courses points also to the need for a relationships". While some of this must be second Scottish Residential Adult College done in school it can also be argued that the where young people could attend for short idea of short-term residential courses are courses as well as adults pursuing longer particularly pertinent modes of education : and more academiccourses.Whatis a change in environment from school could requiredisa college similar to Ruskin produce a much more conducive learning College, Oxford but with an additional wing situation, especially for those who have for youth education. Researchinto the suffered from what has been described as the problems and teaching methods in youth "tyranny of subjects". In this respect trade education could also be done at the College. union education is of some interest, and could well provide a link between school The area of education for leisure must also and the universe of adult education. It is be related to the needs and experience of the worth noting that recently there has been an youth involved. In this areaithas been increase in the numbers of young people shown that the young leavers tend to favour attending W.E.A. week-end schools for physical and outdoor activities; but there is trade unionists, some of them under twenty. no reason why these subjects cannot be

43 dealt with in such a way as to expand the be learned from the teaching groups from experience of the students :inthis the theCitizen'sTheatre.InFalkirk,ina method of teaching is more important than secondary school, a group of pupils has the actual content. Use could be made of become interested in cinema appreciation subjectslikegeology and archaeology and active film-making. Contemporary films which have a particular "outdoor" content. like Easy Rider have appealed particularly to Likewise, geography could be related to the young people : classes on cinema apprecia- activities of the orienteering sections of tion could be designed to meet and develop schools or youth clubs : geography could these interests. A class like this is being also be related to community studies which organised by theV.E.A. in Ayr with a tutor also has an "outdoor" element in survey belonging to the youth age-group. work. However, in this sphere the youth In conclusion, it has been argued that the club is an obvious link between the class- different social perspectives of youth groups room and post-school education : the W.E.A. means that the frontiers of adult education have experimented with a youth club class can be extended on at least two distinct on creative writing for a folk group, but the levels : at one level among those active in class was open to all club members and many problem directed groups and, secondly, at participated. At present the existing adminis- the level of the early leavers. At the second trative arrangements make the development level the main problems are ensuring that of this type of class difficult. Further expan- the type of class is suited to the needs and sion along more continuous lines would interests of the potential students; to make mean authorities not insisting on a specific sure that the necessary groundwork is done number of regular class members : this type in secondary schools and in finding links of class must be real informalfurther between school and the expanding universe education. of adult education. Drama and cinema are other important areas for experimentation, and much could

POST-SCHOOL VOCATIONAL EDUCATIONFOR THE YOUNG ADULT J. B. Barclay The Scottish Institute of Adult has for centuries encouraged its is mostly concerned with non-vocational, young adults to study their vocation. Claim cultural education inits broadest sense, could be made that it goes back to 1496 but there is an extensive programme of when the Scottish King decreed that the vocational education arranged principally by sons of nobles should learn law in order to theeducationauthorities,government- fit them to dispense justice more equitably sponsored and professional bodies.Itis on their estates. When the Reformers passed generally assumed that the ambitious young their education act in 1560 they took care adultwhen he leaves school,is more to establish not only primary and secondary interested in furthering the career of his education but also tertiary in universities. choice. Vocational training is time-absorbing TheIndustrialRevolutioninScotland and he has little time left to engage in non- speeded up vocational training. Anderson's vocational education unless itbe in the Institution was created in Glasgow in 1796 recreational or arts and craftsfield. The and in Edinburgh the School of Arts was young adult also marries, most likely in his founded in 1821. So was born the Mech- early twenties if not before, and he or she anics Institute movement which spread from concentrates on the establishment of a Scotland to England and Wales and to most home for the family. It is, therefore, not till of the English speaking world. It is interest- later in life, probably the early thirties, that ing to remember that the two original bodies the young adult begins to take a wider became Scotland's first technological uni- interest in non-vocational education not versities, Strathclyde in 1964 and Heriot- only recreationally but also culturally. Watt in 1966.

44 By the time England was passing her first the U.S.A. and many other countries such education act in 1870 to establish primary colleges are often departments of the local education, Scotland already had an extens- universities. In addition a number of pro- ive system of technical education through fessional bodies offer courses including the what was known as night schools and Royal College of Nursing, the School of continuationschools.Inaddition some Speech Therapy and the colleges controlling enlightened industrialists set up training theprofessionalqualificationsoftheir schools within their own factories and work- members. ships to train their own workers to become more efficient tradesmen. Just as varied as the colleges themselves are the methods by which students may The present-day systemismerely an complete courses and obtain qualifications. extension of the legacy of the past, perhaps They may, of course, study full-time but as more sophisticated, perhaps more orientated most have to earn a Pving in industry or to the award of certificates and diplomas as commerce they can only spend a limited evidence of achievement. time in college. Various methods have been devised to help the young adult. He may The ScottishCertificateof Education study by means of a "sandwich course". (S.C.E.) is no longer the end product that This consists of a period or periods of full- it was. The young adult seeks to add to it time study in a college and a period of something with a vocational bias. The S.C.E. practical training in an industrial establish- is an entrance qualification and opportun- ment. The college element must amount to ities have now been created to enable those an average of more than eighteen weeks in a who missed out at school to obtain their year. The idea behind thispe of course is passes in further education colleges and that theory should be reinforced by practice. centres. The Scottish Education Department Some employers, however, prefer what is has defined a vocational course as on known as "block release" whereby young "whose purpose is to prepare students for adults are released from the workshops for an employment or profession or to increase a period of full-time education up to eighteen their skill or proficiency in an employment weeks in a year, while other employers prefer or profession. All courses primarily designed "day release" by which the young adult is for students released from employment and released from employment for part of each all courses leading to a recognised external week, sometimes only a single day. Some of qualification are regarded as vocational." So the latter courses also include evening study also are courses leading to S.C.E. awards. as an integral part of the course:

The young adult may attend any of a The vocational educational systemin numbercfdifferingfurthereducation Scotland has at its foundation the very iarge establishments depending on his scholastic number of craft classes qualifying for the achievements and on the qualification he award of the City and Guilds of London hopes to obtain. At the lowest level there are Institute. These are generally sought immedi- Further Education Colleges and Further ately on leaving school and they con- Education Centres, the successors of the centrate rather on practical work than on old night-school. Many of these centres have academic theory. They are the first qualifica- been purpose-built in the last decade or so. tions of the average apprentice and in a way They are essentially day colleges but most they are the successors in time to the have a supplementary evening programme. training given by masters to apprentices in Beyond the F.E. colleges are the Central the days of the crafts guilds. Progress is Institutions controlled by their boards of made from one stage to the next by passing governors, many of them havingtheir an examination and generally it takes some origins in the nineteenth century. There is five or six years to obtain the full craft no real equivalent in England and Wales. certificate, by which time the young adult Among them are the Colleges ofArt, is in his early twenties. The various retail Domestic Science, Agriculture, Technology, trades, the co-operative movement and a Music, Textiles and Nautical Subjects. In number of others award their own diplomas

45 which require study of varying length from students not in attendance at a university. two years part-time to five or six. The Council is not an examining body but The next stage of vocational education in awards its degrees on the basis of examina- Scotland concerns what are knownas tions drawn up by the colleges providing the Ordinary and Higher National Certificates. courses, the contents of which have been The O.N.C. may normally be obtained at the previously approved. C.N.A.A. degree end of a two-year course on a day release courses are generally orientated towards basis while the H.N.C. is also a two-stage some particular career in industry or com- course at the next level. These certificates merce. Courses may be either full-time or require S.C.E. passes for entry or good passes sandwich. Only four colleges in Scotland in the City and Guilds technician courses. are so far recognised and offer awards in These certificates are obtained by day release architecture, various engineering and scien- but if the student is able to study full-time tific subjects and business studies. The and has better S.C.E. entrance qualifications general qualification for entry is similar to he may enter courses leading to Ordinary that for universities (the equivalent of four and Higher National Diplomas. The O.N.D. S.C.E. higher passes). In 1970 (last year for has two stages and the H.N.D. three. Both which returns have been published) there areintensivetrainingcourses and are were 1242 candidates for C.N.A.A. awards valuable qualifications for better employment in Scotland at different stages. 139 students and opportunity. These awards arecon- entered for the final examination and 130 trolled and co-ordinated by the Scottish passed. The motivation is high. Association for National Certificates and Diplomas. The Central Institutions award their own In the field of commercial education the diplomas and courseslastinggenerally controlling body is now named the Scottish three or four years. Entrance requirements Council for Commercial, Administrative and vary with the courses chosen but S.C.E. Professional Education (S.C.C.A.P.E.) which passes at higher level are mostly required. operatessimilar nationalcertificate and Colleges of Education train teachers but diploma courses. It operates through com- have expanded their syllabuses to include mittees each of which is representative of diplomas in social work, community service, the professional bodies who are specialist in youth work and the like. the subjects of the committee's remit. At the lowest levels are the Scottish Certificate in In 1964 a revolution in industrial training Office Studies and the Junior Secretarial was brought about by the passing of the Certificatewhich aregenerally studied Industrial Training Act. Training boards have straight from school. At the next level, and been established and they conduct courses probably the most important of the awards to improve the efficiency of the workers and for the young adult, Is the Scottish National especially the young adults. Further Educa- Certificate in Business Studies as it can give tion Colleges provide most of the training. A partial exemption from some of the inter- close liaison with the boards has caused to mediate examinations of professional and disappear much of the old criticism that commercial institutions. It is accepted, for college training and practice in industry were example, by the Civil Service Commission unrelated. as providing exemption from the written examination of the executive class. Universities in Scotland are not in general The Scottish National Higher Certificate regarded as vocational institutes for the in Business Studies is for the young trainee young adult. Most students, after their first executive and the like and the course is degree, proceed to some professional college recognised by Industrial Training Boards as before they become teachers, accountants, a useful entrance qualification for junior bankers, engineers and so on. There is, how- management employment. There are some ever, a tendency for the young adult to twenty certificates available under expect his university courses to be more S.C.C.A.P.E. vocationally directed than did his grand- In 1964 the Council for National Academic father who thought of the university as Awards was estabilshed to award degrees to giving a cultural background for life.

46 LIBERAL STUDIES IN THE EDUCATION OF THE YOUNG ADULT

Ian Bowman achieve these aims have been lumped together under the term "Liberal Studies", at Liberal Studies are a feature of most best vaguely and inadequately defined, and curricula for the training at various levels of covering the further education of a wide , lung adults in industry, commerce and variety of young adults, from the semi- social services. They have even begun to literate to those of University calibre. appear in University courses. They are part of the education of a very large section of As a result, the growth of Liberal Studies the younger adult population of the country. presents a confused picture. "A bitof functional English" has been extended to No adequate definition of Liberal Studies covera widerangeofliterature.An has yet been produced. The term, of course, elementary introduction to the working of derives from the concept of a liberal educa- local government has gradually evolved into tion ; but this concept is interpreted in a a study ofpoliticalinstitutions. Simple much broader sense than the traditional one Trade Union history has built up into courses of education in the humanities. The term on Industrial Psychology and Sociology. liberal Studies' is so closely linked to others Painting, music, photography, mountaineer- general studies,socialstudies, com- ing, canoeing, chess have been thrown in plementary studies, related studiesthat it haphazard where opportunity has offered. is difficult to fix exact lines of demarcation. Projects on a wide variety of subjects have It is associated also with the growing body been developed at random. In the more of studies that comes under the general title sophisticated spheres, seminars and week- of "Communications". end conferences have made an appearance. The aims of Liberal Studies are wide. In such a proliferation of activities, educa- Broadly speaking, they cover disciplines tionalvalues have tendedto become intended to counter any tendency to the obscured. The needforselectionand growth of a narrow outlook in the young standardshas grown more andmore adult which may derive from purely voca- obvious. The whole question Of the direction tional training. More specifically, they aim at of Liberal Studies and of what is appropriate the personal development of the individual, in content and methods of presentation has inassistinghim tothinkclearlyand been under scrutiny by various bodies independently in fields of knowledge and closely involved the Scottish Association experience outside as well as inside his own for Liberal Education ; the Scottish Institute work practice; to express himself effectively ofEducational Research;theScottish in speech and in writing, and to understand Association for National Certificates and the principle of communication currently Diplomas; the City & Guilds of London used in human affairs; to gain an under- Examinations Board. Obviously, the prime standing of people and of the society in object of consideration has been the needs which he lives; and to develop aesthetic of the young adult embarking on life in the ideas and sensibility. The object is not so world of to-day. The picture of Liberal much to impart factual knowledgealthough Studies has been clarified by the acceptance a certain amount of this is necessaryas to of three main categories of needs :(i) the bring out the relatedness and unity of many need for aclear understandingof the branches of human knowledge and activity; individual's working background and of the to foster sympathetic understanding and alert society in which it and he exist ; (ii) the need interest; to help the individual to evolve an to provide valuesaesthetic, spiritual and integrated personality capable of dealing materialon which he can base his personal with problems of human relations, and to life and his attitude to society ;(iii) the need assist him to ple.., a full part in the develop- for a proper appreciation of communication ment of the society in which he lives. The as a basic ingredient of all organised human various disciplines by which it is sought to groups.

47 Translatedintopracticeintermsof the writing of technical reports have been Liberal Studies, this means the develop- given a practical slant by dealing with fire ment of curricula on which a balance is and other safety precautions in laboratories maintained between these types of need and workshops. Generally this is done through a series of short courses, loosely linked together and Audio-visual aids are used, not merely for extending over the whole period of training. illustration,but for the development of It is important that students should have a critical faculties and aesthetic values. They sense of continuity and connection in their are sometimes followed up by practical Liberal Studies. The courses are graded in exercises in the production of programmes length and intensity of study to meet the which demonstrate the problems involved capacities of the various groups of students, and give a background of personal experi- with appropriate orientation of particular ence to the development of critical judg- courses to meet the needs of a particular ment. Discussion and elementary research group. Students of electrical engineering, play a large part in the presentation of forinstance,instudyingtheindustrial Studies, with a similar object in view. The background, will have more amphasis laid importance of active and practical involve- on the development of electrical knowledge ment of the student in the work of his and its practical impact on society than will courses is emphasised. As far as possible, students in the building trades. In dealing the pursuit of a particular line of study is a with the student's personal needs,itis matter for joint exploration by the teacher recognised that there must be an element of and his students. choice. Some members of a class may opt for a course in painting, while others of the class may prefer a parallel course in music. A typical series of courses inLiberal Wherever circumstances permit, students are Studies will involve the following : (i) A wide encouraged to choose their line of study from historicalsurvey of the growth or an several possibilities. It is important that there industrial society, with particular attention should be flexibility in the series of courses to the student's field of work and its impact as a whole, and also in the individual courses on the general picture; courses on Trade which compriseit.This flexibilityis an Unions and industrial relations; government important feature of Liberal Studies. Care- andadministration ;socialinstitutions; fully handled, it is useful in relating different economic problems; and consideration of fields of study ; but the temptation to digress current affairs in the wider background of into exploration of a field by students and the course. (ii) Some studies in sociology, teacher jointly must be kept within bounds. with emphasis on practical worksurveys, The necessityforpreservinga balance use of statistics, the manipulation of groups, between courses must always be held in the effects of technology on environment. view. Project work provides good opportun- (iii) Studies in aspects of communications, ities for relating different fields of study, and covering speech and writing, graphic pre- a link between Liberal Studies and the sentation, mass media and their effects, and student's technical work can sometimes be the processes of thinking and reasoning usefully demonstrated. Students from the behind purposeful communication. (iv) A foundary industry doing modelling as part choice of courses in the arts, and on pursuits of their Liberal Studies branched out into connected with the individual's personal the experiment of cutting models in poly- interests. The depth of study varies accord- styerine. They took their models to the ing to the capacity of different groups, and Foundry Department, where they cast them attempts are made to introduce particular inmetal. Studeilt.s working on a social groups to fields outwith the normal course science project for the welfare of old people oftheir experience.LiberalStudies for obtained the co-operation of students of studentsofcommercialsubjectsoften electrical engineering in designing a system include general science ordomestic of warning lights and bells to be fitted in electricity or metalwork or joinery. The idea houses of old persons living alone, who of science presented as a Liberal Study is might require assistance. Projects involving now being widely canvassed.

48 The study of modern languages other sion of this complementing of studies. In thanEnglishplayslittleor no partin many centres of further education it often courses in Liberal Studies. As a rule, the time happens that certain courses of Liberal allotted for Liberal Studies is insufficient for Studies, for which there is a demand, cannot the requirements of foreign language study. be providedpossibly throughlackof But the international element is found in the competent staff, or lack of facilities An study of comparative cultures and political adult education course which could provide systems. the staff and/or the facilities might well be Time allocation often makes it difficult for regarded as an adequate substitute which a course to be followed in any depth, and could meet the demand. There would, of too often in practice Liberal Studies can do course, be many problems to be overcome little more than stimulate an interest ina in arranging this ;but they need not be particular line of study. It is here that a link insurmountable. The general aim of Liberal with the broader field of adult education Studies could be met, and the educational might be rewarding. Students whose interest valueoftheindividual'scontactwith is aroused by a particular course in Liberal Liberal Studies might well be enhanced, if Studies frequently lose that interest when he could follow an accepted line which the stimulus is withdrawn If an appropriate appealed to him, rather than one laid down course in adult education were available, it by the institution, which had no interest for might be possible to offer a continuing him. The overlapping of Liberal Studies stimulus to the student to follow up that courses with courses in adult education interest. A certain amount of dove-tailing might well be a step towards theencourage- between courses inLiberal Studies and ment of young adultsto continue the courses in adult education should not be exploration of educational possibilitieson a impossible, and this might provide a useful voluntary basis in their leisure time. The continuity of study for an individual whowas experiencegained frompresentationof interested in pursuing a particular line after Liberal Studies courses might well be useful the completionofhisLiberalStudies. as a guide to the direction of subsequent Indeed, it is possible to envisage an exten- courses in adult education.

THE YOUNG ADULT AND RECREATIONAL EDUCATION : EXPERIMENT:DUNDEE conclusions are to be reached on adult Geoffrey V. Drought education in this country. As part of the exercise of gatheringits The establishment of the Alexander Com- evidence, the Alexander Committee took mittee in Scotland and of its counterpart, the sensible step of setting up case studies the Russell Committee, inEngland and in three areas, namely Argyllshire,a rural Wales should be a momentous decision for area, Fife, mixed urban and rural, and Dun- adulteducation throughout the United dee, representing provisionin an urban Kingdom. It is disturbing to learn that so few setting. Questionnaires were distributed to resources have been made available to either students and tutors alike, each designed to committee to cope with the mass of evidence elicit the information necessary to obtaina which should be collected and sifted before picture of current practices and expectations. any findings are published. At least the Analyses of the answers received are in the Russell Committee had the results of the course of preparation ;but no statistical 1970 survey undertaken by the National evidencewilladequatelydescribethe Institute of Adult Education available to it quality or character, whether good or bad, when a start was made. No comparable of the work being done. To this end, it may survey has been carried out in Scotland. It is be useful to outline some of the activities in therefore doubly important that the inter- recreationaleducation which are taking pretation of relevant data and statistics place in Dundee, with particular reference to should be discerningif any worthwhile the interests of the young adult.

49 The listof higher education establish- agencies whereby the school reaches into ments is impressive for a city with a popula- its own community tion of some 182,000: a university, a college of education, a college of art and one of It would be wrong to give the impression technology. Each has that builuings are the focal point of a service its own body of which is concerned with people. Indeed, the studentsseekingoutletsinrecreational young adult often reacts strongly and rightly education and many of them in the 18 to against the idea of a community develop- 25 year age group find opportunities for ment which is centre based. The only excuse leisure time activities through working with for making facilities available on such a scale their own or their adopted community. The is that it enables community workers to give same applies to the young adults in the two as well as to receive. Certainly, there is work further education colleges which serve the to be done inside the centre. Professionals TaysideRegion. of Thetotalnumber with their teams of part-time helpers arrange students in formal post-school education is programmes of events,activities,classes about 15,500 or 8.5% of the city's popula- and discussion groups in such a way that tion ; and, like so many of their contempor- members learn something about themselves aries, these young men and women are and about cne another. At the same time concerned about the nature of the society in as they are learning a new skill, whether it which theyliveandpreparedtogive be in screen printing, lapidary work or five- generously of their time and talents to help a-side football, the members come to know others. themselves better and more about inter- personal relationships. Aggression, timidity, One of the agencies through which the impatience or selfishness may be quickly young adult works is the city's Youth and revealed to oneself in a new stress situation Community Service. Firmly based in educa- as a hitherto undiscovered part of one's tion, this service forms part of the main character. Others may have known about stream educational provision in the area. these qualities for years; but it is part of the Largepurpose-builtcentreshavebeen role of tile professional community worker established in community complexes which to help the individual to understand better include a shopping precinct, library, health himself and his place in society.It is the clinic and a police sub-station. The most duty, therefore, of the trained worker to recently approved centre is to be built at a detect the strengths and weaknesses of his cost of £279,000 in a community which has clients,toreveal these qualities to the no secondary school sited within it and con- individual by placing him in situations which sequently a dearth of facilities for social and are likely to uncover such qualities and then recreational education. to give guidance and help where necessary. Here is social education taking place within Planning the centre provision has always a centre setting. envisaged dual use of secondary school premises, where available, with reciprocal To build on strength and to overcome use by the school of centre facilities. One weakness may be done in a number of ways. school has a swimming pool but no large The centre's pre-school playgroups which games hall ;the adjacent centre, on the run every morning arenot justa child other hand, has no pool but indoor facilities minding service. Quite apart from the child for basketball up to international standard in development involved, the contact between a multi-purpose games hall. (The Scottish the young mothers is seen to be of value and team trains there.) Programme planning is something on which to build. Most play- arrangedineach educational centre to groups give rise to the formation of young ensure maximum use of the plant and there mothers' clubs. This gives new outlets and is admirable co-operation between Heads interests to women living in high rise flats and centre wardens. The further develop- or depressed housing areas and removes the ment of the community school concept is to sense of isolation which so often besets the be seen in the building of community wings young wifeinthenuclear familyunit. which are intended to bring the public on to Recreational education thus promotes the the school campus and to act as one of the quality of life for these young adults.

50 Old age pensioners come to the centre for patients at the local mental hospital are lunch. They enjoy watching the bustle of helped to overcome the terrors of facing activity in the playgroup before they start normal daily life by being integrated in centre their meal. There isa wealth of under- activities An arts and crafts club run by standing between the old and the very students from the college of art at week- young, the spirit of which is perhaps nicely ends leads to excursions into the hinterland captured in one of the photographs con- whether it is to gather stones on the nearby tainedinCurriculumPaper No. 8 on beaches for polishing or to gather wool in the Community Service in Scottish Secondary hedges and ditch rows of the surrounding Schools. When the under fives and the countryside for making a rug, the com- young adults who look after them have left munity islearning to use and enjoy its the centre, the old folk settle down to their natural environment. own activities. It is important to ensure that not everything is done for this age group but °erhaps part of the role of the centre is that they have the opportunity to make their tv tillustrated by the work of Ancrum own plans, to run their own clubs and to Avities Centre.In an old one stream organisetheir own entertainments. The pi)ary school which housed 96 children, a strong sense of independence which is so city based outdoor activities centre has been often to be found in old people should not established. It has a membership of about be eroded by well-meaning but misguided 1,200 people who use the centre for club andunnecessaryhelp.Itistherefore meetings, lectures, discussions and pro- interesting to note that the coffee bar in each gramme planning.Equipmentformost centre is usually run by the older members pursuits is available for hire and members are who quickly appreciate the opportunity to more often out of the centre than in it make a worthwhile contribution to the life ski-ing, sailing, canoeing, rock-climbing or of the centre. Equally, meals for visitors are hill-walking. Here the young adult finds often prepared in this way. companionship and friends withsimilar interests. Shift workers, many of whom fall into the 18 to 25 age group use the centres for An adventure playground built and staffed, recreational education during the day-time. an outing with handicapped youngsters By four o'clock the centres begin to fill up from an Occupational Centre, a Christmas as pupils from primary and their secondary party for old folks, a fuel collection and schools come in. Young adults help with delivery service to pensioners during the these groups, often on a voluntary basis. As power crisisallthisand much more the evening wears on, teenagers and adult besides would suggest that the young adult, groups startto arrive and the workers be he student or factory worker, poet or pedlar,ishelpingtocreateacaring become the clients, themselves enjoying the community. facilities for leisure-time activities. Recreational education has many facets. If the picture so far suggests a service For the young adult to-day, it wouldseem which is centre-based,itshould be that the opportunity to serve others, to make corrected. The centra provides resources a contribution in the community is often through which the members reach out and reward enough. Of course there are those back again into the community from which who have neither the skill nor the desire to they have come. A centre baby sitting help; but there are sufficient indicators to service enables the young husband and wife suggest that in the 18 to 25 age group there to get out together when they want, to the is a social conscience which needs outlets enrichment of their marriage and family life. to be fully developed. The experiment in In-patients who are ready to become out- Dundee is designed to meet this need.

51 THE MASS MEDIA AND THE EDUCATIONOF THE YOUNG ADULT

D. W. Mackenzie value of the word's trendy connotations is dissipated as the course progresses and the WhileteachingLiberalandGeneral students discover that it cannot live up to Studies in Further Education, for a period of its vague promise of gradually revealing an four years, I frequently made use of mass exact science of human communications media material as a basis for the discussion This is a point to which I will return later. I and examination oftopical,social and will now outline the fundamental aspects of politicalissues.Providedthatenough my course, before evaluating its educational students had read the newspaper article or impact on these young adults. had seen the television programme, the The first basic approach is that used by method enjoyed a reasonable degree of writers such as Hall and Whannel in their success. In essence, however, the material bookThe Popular Arts.Thisinvolves used was secondary to the issues raised in establishing criteria against which the pro- discussingitand, as most teachers of ducts of the mass media can be evaluated in Liberal Studies would agree, these issues the same way that we judge the qualities of often digress considerably from the basic "serious" books,plays and music. The content of the original varying connotations of the word "culture" However, for the past two yearsI have are vital in this context since, in myexperi- had the responsibility of constructing a ence, most students consider that the word course entitled,perhaps somewhat pre- should be applied only to those artistic formaleducational tentiously,"Communications and Tech- creations which the niques of Persuasion" which is aimed at system hallows and which they have been girls who are in the third year of their training taught to praise, if not to enjoy. The aim of as teachers of Domestic Science. Since they this area of the course is to establish a will be responsible for teaching "Consumer critical and discriminatory approach to the Education" in schools, emphasis is placed mass media, e.g. the language of advertising ; on the part played by Advertising in mass the level of argument in newspaper articles. communications. In setting out to establish The second approach involves the exam- a course of this nature, the teacher respons- ination of the institutional aspects of mass ible is comforted by the obviobs fact that communications and attempts to relate them the young adult of today has grown up in to the social and political forces which an environment in which the mass media operate in contemporary Society, e.g. B.B.C. are all-pervasive.I found it useful to intro- v.I.T.V.; the control of the Press; the duce the course by conducting a survey of economics of the "Pop Industry". Writers thestudents' viewinglistening--reading such as Raymond Williams, Richard Hoggart habits. The amount of time spent, when and Brian Groombridge are very helpful considered on a weekly basis, can impress on when analysing the uses made of the mass the students the centrality of the mass media media and discussing their potentialfor to their everyday existence. development. The impressions I have gained from the teaching of this body of material This approach is not as naive as it might sound since, when dealing with a body of are somewhat negative and inconclusive but I think that I have learned from them and material that is not a recognised academic I hope that they will be of interest to' all those "subject", the teacher has to convince the group that there are sound educational who consider the "educative" impact of the reasons for creating such a course. In the mass media to be important in relation to initial stages, the very word "Communica- "Lifelong Learning". tions" helps to lend an air of importance to In my experience most students find the proceedings. It is, as Richard Hoggart difficulty in applying their critical faculties points out in his Reith Lectures "a catch- to the "content" of the mass media. In a word, a cult word". However, the initial sense, to use the appropriate jargon, the

52 material performs as great a "narcotising have definite "proof" of the influence of the dysfunction" on these students as it does mass media. Owing to the paucity and on the public at large. For example, the inconclusiveness of existing mass media stereotyped view of life depicted in magazine research, this simply is not possible. Much and television serials is regarded as slightly recent writing on the subject has put forward absurd but, significantly, mildly absorbing the interim view that, in all probability, tl- e Advertising tends to be viewed as an amus- impact of the mass media, for good or ill, is ing, if sometimes ridiculous, game which is much less dramatic than was previously free from any serious social implications supposed, e g. the reaction against Vance Perhaps most interesting of all, the political Packard's views on the dire social and moral aspects of the mass media are almost implications of Advertising. However, if this completely unknown to a majority of the approach is over-emphasised there is a real students, e.g. manyDaily Expressreaders danger that the mass media will be regarded ^.onsideritto be a Socialist newspaper as peripheral to the development of society because it appeals to "the working man". It and, as a result, will be left in the capable is significant that none of the students had control of a handful of "experts". Certainly, heard of the major controllers of mass com- I have found that the various theoretical munications such as Lord Hill and Rupert approaches to the mass media tend to be Murdoch. The idealistic concept of a demo- dismissed as fanciful beCause tile evidence cratic system of mass communications, put put forward to support them is, of necessity, forward by writers such as Williams, Hoggart inconclusive. and Groombridge, is accepted as examina- Another difficultyI have encountered is tion material but not as a practical pro- that, in dealing with the content of the mass position. media, there is a -_ a. danger that the teacher In general, the "entertainment" aspect of is seen as a guaro1i of "high culture" who the mass media is seen as being central. The is defending it against the encroachments of "informative" and "educative" aspects, on "popular culture" The word "popular" is the other hand, are regarded as important, used in this cor.nection although we are but optional, interruptions to our leisure really dealing with "mass culture" which is, entertainment. Students findit difficult to very often, an entirely different thing. Here study and evaluate the mass media in an again, we are faced with the fact that many objective manner. For example, there is a cult young adults,even those with Leaving among many students for "Underground" or Certificate qualifications, tend to regard the "Progressive" pop music but few ofits cultural values put forward by the educa- devoteesappreciatetheironiccontrast tional system as less relevant to their needs between the "revolutionary" message put than those of the mass media. across by many artists in this field and their own conventional attitudes and life-styles. In concluding,I wish to emphasise that despite these difficulties, which, inevitably, Itseams to me that the conforming stem in part from my own shortcomings, I pressures inherent in the mass media present am still firmly convinced that a course of grave difficulties in constructing a course of studies centred round the mass media has studies aimed at analysing and evaluating a potentially vital part to play in the educa- theirstructureandcontent.Raymond I feel that educators Williams' view that our society has created tion of young adults. artificial dichotomies between "work" and must adopt a positive stance in relation to this vital feature of modern society "education", on the one hand, and "leisure" and "life", on the other, seems to me to be In a witty and thought-provoking essay in relevant in this context. In my experience, theObseryacoloursupplement,Colin these dichotomies are very real and most Morris expresses the following viewpoint : students tend to see the mass media as being associated with the two latter con- "The silent majority are the end-product cepts of a process of trivialising society pursued Perhaps the most crucial difficulty I have by those who control our intake of verbal encountered is that most students wish to and visual imagery. Never in the history

53 I

of the world can such a wealth of techno- not hope to "prove" this but, as Hoggart logical skill and human ingenuity have points out in the inspiring conclusion to the 1 been dedicated to such paltry ends." last of his Reith Lectures, "we all believe more than we can prove". Hoggart con- This controversial view of the mass media sidersthat "Communications",atevery is the complete antithesis of McLuhanite level, must be based on "truth to experience" optimism and many will regard it as an and a meaningful system of values. I feel that equally extremist standpoint. However, I he is right and that the educational system have learned enough, in trying to construct must grapple with the moral, social and a meaningful course in "mass communica- political issues raised by the development of tions", to know that the issues which he mass communications. This, for me, is a vital raises are of central importance and must be facet of Adult Education which must be seen as such by the educational system. If developed even if, as is almost inevitable, this does not happen, I believe that there is such an approach is said to be "idealistic" an increasing danger of mass communica- or "utopian", in the slightly pejorative sense tions dictating a "bland conformity". Ican- in which people often use these words. THE INFORMAL EDUCATIONOF THE YOUNG ADULT J. McKinney Each week in Scotland 50,000 adults give the adolescent in his social growth, develop- up some portion of their evening or week- ing a process that has been begun in the end time to work with young people. Over family and has continued through the young 321 centres are devoted exclusively to youth person's contacts with others within the and community work, 2,540 schools are institutions and situations in which he has used on a part-time basis and 250,000 found himself. However, whatever creative young people enjoy membership of over social capacities he does manage to develop 14,000 youth groups or units of organisa- will largely have come from his involvement tions. By the late '7Js, the number of full- with other young people. Adult society may time workers employed will have risen from care to provide both stimulating rewards and the present 400 to 1,500. For several years discouragingsanctionstoguide young now, the number of part-time youth workers people towards modes of social behaviour participating in training courses has con- acceptable toitself, but the adolescent's stituted the biggest single group inthe eventual social self will only evolve from his country engaged in non-compulsory adult interactionwith other adolescents. This education. explains why Youth and Community Service, ',Aihi 1st itis possible to produce figures whilst organised as an administrative entity, ino,cative of a continued expansion in the still requires to make "separate" provision provisions for youth and community service, for youth in settings that youth will find it is not so easy to gauge the success of the acceptable. It explains the Service's concern actual work being done. It is, therefore, the in its programming with participation, and purpose of this article to consider the con- in its training with social group work. This tribution of youth and community service to is not an attempt to separate youth from the informal further education of the young adults, or youth from its own community. adult. it is a recognition of an accepted psycho- logicalprincipleconcerningthesocial There is now an increasing acceptance by growth of young peopie It is also the pro- educationalists that Youth and Community vision of what for many young people will Service is concerned with the twin areas of be a welcome link between adolescent and social and leisure education. The Service is adult society, for above all else, social and conceived as an educational provision made leisure programmes for youth groups must within varied social and leisure settings for enable clubs, centres and units to become the enjoyment, enrichment and development outward-looking and community-based. The of individuals, groups and communities. Its starting-point of the Service's efforts to first intention is to encourage and support achieve thiswillonly be found inthe

54 development in each agency of a sound facilities and space, the equipment, the time pattern of social group work by the adults and the money. When a group has decided concerned, the first fruits of which will be how to use these resources it has already seen, at no matter how simple a level, in the arrivedata programme, but these are beginnings of youth participationin the decisions that cannot be left only to the club affairs of the agency. Encouraged, sustained committee or to the adult helpers. The pro- and developed, participation in decision- gramme should reflect the needs, wants and making processes will evolve towardsa opportunities associated with the locality gradual but definite acceptance of responsi- and the groups of young people for whom it bility by the young people involved. Through isintended, and, therefore,itisin the the sense of responsibility which this will identification and evaluation of those indivi- engender, each adolescent will begin to dual, group and community needs wherein benefit fully from the agency's programme lies one of the finest ways of enriching the of social and community training and arrive young person's social experience and sense in due course at some sense of identification of community participation. The basis for with, and perhaps commitment to,the such an identification will be a study of the agency and its purposes, and to the com- community, and in this, youth groups will munity and its needs. Though it has recently discover a task that can be continued on a become fashionable in our society to speak permanent basis with and by members, a of the need for people to become involved in continuous assessment of new needs and the decision-making processes, and whilst new opportunities, a possible milestone in a regular topic on past Youth Service training each young person's social and community courses has been "Member Involvement in education. Following a listing of the com- Management", no youth worker need think munity's characteristics under headings like that his Service has been ahead. In reality, health and welfare, law and order, leisure our views to date on the participation and provision, employment, housing and family involvement of young people in youth work life,transport andsimilartopics,joint have been as impoverished asin other planning between adult helpers and the institutions and have rarely extended beyond young can centre on possible objectives and marking the register and sweepingup the priorities for the youth group's own pro- clubroom. gramme to enable it to meet some of the in the last Government, Denis Howell needs, and to exploit some of the opportun- suggested that the time had come for the ities. Many young people will be familiar older adolescents to be in charge of their with community studies from school days, own leisure centres, employing youth and and their youth group survey will present community workers in much thesame way them with opportunities to employ their as a manager might be employed by students knowledge and skill in ways wholly pertinent to organise their facilities. Predictably,no to the making of real decisions effectir g one took him up on it. Some will, of course, their own social and leisure arrangements. say that youth involvement in Youth Service Given creative leadership, neighbourhood is one of the Service's most cherished surveys could be instrumental in developing traditions, but few can claim a satisfactory in young people a fine sense of social aware- record. New initiatives are needed urgently, ness and a positive and practical approach to lest even greater nuniuers of older, intelli- their community's problems and potential. gent, creative and enthusiastic young people One can only hope that the extent of pro- reject Youth Service offerings as irrelevantto gramme and community participation by their own and to their community's needs. young people will soon become one of the maincriteriaforthe measurement and Meaningful participationinthe wider evaluation of the work of both full-time and community can beginfor many young part-time Youth and Community Service people through their involvement ina youth workers, and that success in this respect will group's programme. A programmecan be be recognised as the hallmark of effective defined as the use made by the group of its youth wurk. available resources; the community itself, 11 the first intention of Youth and Com- the agency's staff, helpers and members, the muoity Service is concerned with the young

55 adult's social education then its second extend their skill in crafts ? Is it not sadthat intention is with his leisure education.The so few girls seem to develop the social and Youth and Community Workerwillbe domestic skills begun in homecraft interested in leisure for five courses ? reasons And if there are so manynew sports being Firstly, through the fulleruse of leisure to taught, where are thenew adult community help young people touse their free time sports clubs ? more successfully; and it is the young people Thee are perhaps two views to be taken themselves who must judge theoutcome in of this problem. Either teachersare aware terms of their personal enjoyment andsatis- faction. that their subjects have a particularleisure value, but that development is being Secondly, through leisure activities stifled and due to the inadequacy of post-schoolleisure settings to provide social opportunitiesfor provision and the absence of adult young people. encour- agement. Or teachers have yet to realise that Thirdly, through these same activities and facets of their subjects can havean immedi- settings to provide himself withan opportun- ate relevance to the post-school leisure ity to work with individuals andgroups. patterns of their pupils. It must beseen as Thus there is a close relationship between regrettablethatYouth and Community the Service's socio-educative function,its Service personnel have beenso slow to "learning for leisure" function andthe fact recognise this need as one of their appropri- that its provisions and programmescan be ate areas of responsibility. Their constant located in a variety of leisure settings and searchfor aprofessionalidentityhas agencies. blinded many to the comparativelystraight- forward but important task ofarranging Fourthly, through the introduction and positive leisure programme:, development of a leisureprogramme to encourage enable young people and adults to develop young people to continue in thee: localcom- a specialist leisure skill or skills, or a hobby, munities at least some of the interestsand or an area of interest, of their own choice. activities begun in school. Fifthly, through the encouragement and One can call to mind young people whose support in their communities of musicaltastesfocussedonlyonthe new and obscenities of pub folk singing. Yet skilled existing youth and adult gatherings,groups, sections, clubs, societies, associations and leadership in informal youth clubsettings other bodies, to contribute to the quality of led some to international folk dancing,some the social and leisure developments of these to advanced guitar tuition, some to the communities. public stage, some to the writing ofpoetry, others to further and higher education. Any programme of leisure education for young people must begin in the school, and In Scotland we have producedour share whist there has been an increase inthe of young, urban peasants who, like their variety of activities available, and apparently rural counterparts in other countries,have thrown up their own urban guerillas in the number of pupils who participatein to harry them, the finest opportunities topromote the encmy. So far our home-bred variety learning for leisure have yet to be exploited. have only damaged walls, each otherand These will undoubtedly be found within the the occasional passer-by. But thingsmay framework of those secondary school sub- not continue at this level. It is more thana jects which have a high leisure content and possibility that there will be an increase in value. the numbers of young people involved in anti-social behaviour. None would claim One is disappointed, if not appalled, at that the mere provision of leisurepro- the "waste" of leisure talent, the lack of grammes would be a substitute for the perseverance, the almost total absence of present housing scheme hostilities, but it follow-up. Where are the musicians ? What has to be one of the answers. Allthe happens to those youngsters who partici- evidence to date suggests pated so energetically in role-playing and a direct link between an increase in social and dramatic activities ? Are there none who feel recreational opportunities andconsequent compelledtocontinuepainting,orto reductic...3 in vandalism and delinquency.

56 However, it is not sufficiently ambitious The lessons of such an approach should merely to provide facilities, or to make fuller not belost on youth and community use of those already there. Nor is it enough workers interested in community develop-4 to aim only at the encouragement of skill- ment. Let them recognise the relationship practice and activity-participation. Rather between the continuance of leisure interests we must directly promote new neighbour- and activities from school, the establish- hood clubs andsocietieswherelocal ment of new groups and clubs, and the peoplebeginning ifnecessary with the social and leisure development of each school leaversmay not only persevere in community the skill or interest of their choice, but be Though some wholly involved in the making of decisions improvements have occurred in the development of social and affecting their club or society. Again, skilled leisure education, the best is still to come. community workers can animate interested The patchwork nature of the provision in local people to establish such groups and schools, further education and youth and gradually assist their members to reacha community serviceleaves many young position of independent, responsible, demo- cratic participation. adults untouched by the facilities, activities and relationships that excite and enrich the Of course, many such groups will require lives of others. The scramble for certificates considerable support from trained helpers. may leave them with a poor sense of social Others will mushroom energetically then values,withrestrictedopportunitiesto quickly die off. Yet does it honestly matter extend their social experiences, and with too if some don't surviveforgenerations? few opportunities to discover their powers of Whilst they lasted have they not been of initiative.Itis to be hoped that greater value to those concerned even if only in numbers of educationalists will grasp the some negative way ? Some will persevere, importance to young Scots and to the nation providing enjoyment to individuals anden- of intelligently conceived programmes of riching the quality of the community's life. social and leisure education.

CURRICULUM PLANNING FORTHE RAISINGOF THE SCHOOL LEAVING AGE Norman M. Macaulay The emphasis has been on the "practical". Itis questionableifthe terms "early Technicaland Home Economicshave leaver" and "extra year" haveany real generally been the "core" subjects, and the significance in the context of planning for extra year has been chiefly devoted to the raising of the school leaving age. The making them think in terms of the world of present "early leaver" will be sixteen or over work. If R.S.L.A. curricula are to besuccess- when he leaves in 1973 onwards and will ful they must offer education in the broadest have completed atleast four years of sense to all and not just to a minority. secondary education. One can plan, there- There are two ways by whichwe can fore, for the first time on a four-year basis extend the scope of our present system of for all pupils. It would be unwiseto over- provision. One is by allowing pupils to take weight a curriculum for their "extra year" of a varying number of Scottish Certificate of schooling with courses unrelated to what Education subjects on the ordinary grade had been done in previousyears. Too many according to their ability. At the moment have advocated courses for the terminal many pupils in our schools to-day have too year which would be no more than time- heavy a load for their capacity and others filling exercises and whose object would too undemanding aload. A time-table not deceive the pupils.Itis necessary to which allowed a pupil to take any number provide a balanced curriculum over the four of ordinary grades from one toseven would years of schooling catering for a varying be the ideal, and would motivatemany of range of ability. In the past the Brunton type the former "early leaver types" to takea vocationally based course has been the main limited S.C.E. course. The introductionsoon offering in providing for the early leaver. of a system of grades (A to E) recording

57 passes and fails in the S.C.E. Ordinary Grade mental laboratory school of 660 pupils. examinations will hasten this trend. The "Experience Areas" are designated from strict categorising of pupils in the past into which pupils have a free choice; these areas threedistinctabilitygroups (S.C.E. : are designated Social Studies, Perception Brunton : Non-Brunton) has been unfair to and Design, Skills. Natural Sciences, etc the many "in betweens". It has been recog- Pupils are not divided into classes but into nised in the past few years that some pupils, year groups as in the Glasgow Plan. Both particularlythoseinthe vocation-type systems recognise the need for a more courses were not being stretched, and were highly developed pupil-centred structure, actually capable of taking a limited number with a complex time-tabling system which of ordinary grade subjects. would allow the above average, the average The second way of extending the scope and below average to develop themselves of the present provision is by offering more to the limit in any particular field of study. interest-based non-S.C.E. subjects as Provision of courses for the raising of the optional studies. Non-S.C.E. pupils until school leaving age must take account of the now hadvirtuallynochoice.Itwas educational trends during the last decade. technical-based courses for boys and home The Junior Secondary Schools and Senior economics for girls. The subject areas ib Secondary Schools beganto disappear outlined in the Glasgow Plan for R.S.L.A. rapidly in the -sixties- to be replaced by the would be an example of what could be done Comprehensives with their greater variety of to correlate subjects so that purposeful subject options. The numbers presented for courses could be developed. For pupils the Scottish Certificate of Education rose taking fewer than seven ordinary grade from 17,175 in 1960 to over 100,000 in subjects there is a choice from three main 1971. The Brunton Report of 1963 "From areas : School to Further Education," tried to make Creative Arts, e.g. Woodwork, Metalwork, education relevant for those who were not Pottery,Cookery,Art,Music,Drama, good at passing examinations. It was an Fabrics and Fashion. attempt to treat the vocational impulse as a Industrial Arts,e.g.Mathematics, the springboard for general educational object- Sciences, Technical Drawing, Workshop ivesunfortunately its implementationin Practice, Building Crafts, Motor Mechan- the schools became associated with job ics, Seamanship. training in the minds of pupils and parents. Business Economics and Social Studies, And in 1965 the publication of the Ruthven Secretarial and Business Studies, Modern Report marked the first major move towards Studies, Food and Nutrition, a Language, the destratification of pupils from the rigid Biology, Horticulture. divisionsofS.C.E.,Brunton and non- Certain subjects from the above options Brunton types.It advocated a Common will be grouped in units of five periods and Course in the early secondary years and synchronised with the periods allotted to stressedthe importance ofa balanced particular S.C.E. subjects. This will give free curriculum with examinable subjects com- movement between S.C.E. and non - S.C.E. plemented by non-examinable ones during courses.Schools wouldnaturally make minority time. It was inevitable that all these adjustments to suit their own conditions. trends should culminate in a new curriculum Sampler and correlated courses could be framework for the raising of the school devised from the elements in each of the leaving age in 1972 when pupils, con- non-S.C.E. optional areas. For pupils taking centrated mainly in all-through compre- a full S.C.E. course and with no time allotted hensive schools, would require to continue for the optional areas an opportunity would to at least a fourth year. be given to take one or two of the subjects Curriculum planners for R.S.L.A. must during Education for Leisure time. ensure that certain basic subjects in addition It is interesting to note that at Bielefeld, the to the ones already specified appear in every industrial city and centre of linen manu- pupil'stime-table.EnglishandMaths/ facture in the northern part of the Federal Arithmetic are such ; so also are Religious Republic of Germany, a similar development Education, Physical Education and Educa- is taking place in what they call an experi- tion for Leisure where indoor and outdoor

58 activities of a non-examinable nature will disciplinary components, e.g. Environmental invigorate the pupils and enable them to Studies and are, and should concentrate better on their more serious be increasingly associated with outdoor tasks. If every pupil is to follow a balanced experiences, activities investigations,etc. time-table ,hai these elements must be The observation and interpretation of an basic to all. Renfrewshire, Dunbartonshire, environment involves the acquisition and Aberdeen and Angus have allproduced application of skills and techniques central to suggestions for courses for the raising of the education. The opportunities afforded by school leaving age and are at one in their these activities bear directly on character recommendations of th ; need for balance in development. They represent series upon the curriculum and for the inclusion of the series of real situations which require the above subjects. young person to be an individual or a The need to include time for guidance in member of a team. Outdoor education can everyone's curriculum has been recognised be shaped to a wide range of educational by the setting up of Departments of Guidance emphases, with whatever degree and type in almost all of the secondary schools. Our of relation to the curriculum is wished. It can "early leaver" after 1972 will be one year enrich the education of the high-flier, the older and one year more mature. He needs struggler, the extrovert, the withdrawn ; and help for the personal problems of the sometimes will do so best when these types adolescent, for the understanding of the are mingled. complex society he will enter after leaving Themost seriouschallengetothe school, for the best way of using his leisure curriculum planner for R.S.L.A. is the less and continuing his education after school, able pupil who can constitute 15-20% of the and for the understanding of the many total school population. In the years to come vocational opportunities open to him. In when adults in the new technological age fact Guidance is necessary for all pupils and have an abundance of leisure time he will be not just the former "early leaver" type. a big social problem, unless he has been If education is to be a continuous process educated, not just for the acquisition of we must foster links with Further Education skills in numeracy and literacy, but for the for the pupil, especially in his last year of proper use of his free time. Perhaps he will schooling. Many colleges have a con- have more free time than most because he tribution to make to _many of the courses cannot be employed to the same extent as which will evolve as a result of R.S.L.A. I do others. "The developed industrial society," not advocate unloading pupils on to Further states Professor Musgrove, "has a reduced Education Colleges for two or three days need for young, immature and above all each week, but some contact between the unskilled labour. . .. We have to discover two spheres of education is desirable. It may how a more academic curriculum can be be release in four period blocks, or one week made to work with less naturally gifted in a session or one week a term ; the associa- people." It is vital, therefore, that the less tion should be such that the pupil is given able are not isolated completely from others, an opportunity to sample the F.E. pattern of especially in their later school years. They education and savour the atmosphere of a must be brought into the framework of the college. options, for there are many activities which The development of links With the world they can do in common with their more able beyond the school is essential in any plans brethren. Motivation for responsible action for R.S.L.A. The outside world could be will be greater if they are brought into the brought to the school in the form of persons mainstreams of school activity. For too long who would give general talks, or talks about they have been confined for much of the their jobs, or give instruction on particular week to the practical subjects departments. skills such as Golf, Archery or Angling. Also IfI have a philosophy of education for it would be desirable for pupils to go beyond R.S.L.A. and beyond, it is that for all young the school confines for curricular study. A leavers we should bear in mind the import- whole range of subjects such as Geography, ance of giving them a broad humane form History, Biology, Art and Physical Educa- of education regardless of their intellectual tion, together with other emerging inter- ability.

59 RECENT WRITINGS ON ADULT EDUCATION: CRITIQUE

Norman Dees break through this barrier and to present Studies in Adult Education (Volume 3). aspects of adult education to the public T. Kelly (editor). David and Charles. £2.25. notice in a serious and considered fashion. University Studies for Adults. Allen Parker Studies in Adult Education. Published on andS.G. Raybould(editors).Michael Joseph. £3.00. behalf of the Universities Council for Adult Education and edited by the Director of Extension Studies at the University of Liver- It has been said often enough that adult pool, seeks to bring together a wide range of education is the Cinderella of the educa- experience and reflection both here and tional system. University Extra-Mural work abroad. The articles reflect the diffuse nature indeed has been described as the off-licence of adult education over a wide geographical department of the University. The national scale. It ranges from direct work experience expenditure on informal and liberal educa- of community education in a working class tion for adults is less than 1% of the total area of Liverpool, a report of community educational budget. Moreover, the adminis- and college activities in Leicestershire to trative structure is inprecise including, as it sociological and philosophical commentaries does, a wide range of activities carried out on the place of and value judge- by both statutory and voluntary bodies. The ments in adult teaching. From abroad there exact categories of income and expenditure is a description of adult education in West are obscure, and the grants made to it appear Germany and in particular an assessment of under a complex of headings. Sometimes it the .ole of the Volksbuhne in educating a is seen as a largely recreational activity, popular theatre public. The studentcon- sometimes it is comprehended within the sumer policy receives consideration ina youth and community service, and some- discussionoftheinter-grouplearning timesitisformalisedwithvocational process and an analysis of the character- objectives. istics of adult students. The articles are In the same chaotic way. the teaching of enforced by an equally wide range of book adults iscarried out without any formal reviews and, allinall, the book makes a national reference of training and qualifica- sound case for the need for increased public tion. At the: centre of the activity is a small support. body of fun-time and frequently dedicated Universities Studies for Adults in a more professionalswhosefull-timeteaching limited way is specifica9y concerned with nevertheless amounts to something less some aspectsofUniversityExtra-Mural than 5% of the work. The rest is carriedout work as seen by members of the staffs of the by lecturers and tutors employedon a part- Universities of Birmingham and Leeds who time basis,. some of whom have formal are or who have been until recently con- training for school teaching and others have cerned in a full-time capacity with either irreproachable academic qualifications, but administration or teaching, or both in the the degree to which either their trainingor University Extra-Mural work. One of the qualifications are appropriate to adults isa editors makes clear that there is no claim largely unanswered question. made to givea comprehensive picture In such a situation it is hardly surprising, although he points out that even in such a that those who are engaged in the activity miscellany there are neverthelessin the on a full-time basis constantly seek to nature of the work connecting threads. It is, systematise and define the operation and, like adult education, diffuse and would have above all, wish to introduce criteria of been perhaps less so if the editorship had publication and research. Adult education- been firmer. alists have often written largely for each The articles give the impression of having other in what is all too frequently a private been written for different purposes and there and esoteric language. Both these books in is certainly a very strange assortment of theirdifferent ways represent efforts to styles. Sometimes it reads like a patient and

60 faithful memorandum foran outside body reference to science whatsoever, unlessone with a minor interest in proceedings,and includes a chapter on the place sometimes it is the enclosed private of Archaeo- jargon of logy in adult education written it wouldseem an internal staff paper when, on an occasion, from an "arts" stand point. From lots of aspects need not to be any point spelt out and of view, science teaching isa fundamental a kite is flown in order to stimulatedis- cussion. part of University study and, it couldbe argued, that in the field of University The two adult Universitieshavedifferent education it has been a main growthpoint interests. The Birmingham writersare chiefly in the last decade. Could itbe that the concerned with the ways in whichregular teaching of science questions theentire University studiessuchasPhilosophy, validity of one of the assumptionsmade History and Literature have inthe extra- throughout the book, namely, thatin all mural field to take account ofthe adult adult education it is the experiencewhich circumstances. At Leeds theapproach is the adult brings to the study whichestab- that subjects are developed innew ways in lishes its unique nature ? Wherethe teaching adult teaching and that throughthis process of science is "straight" andnot concerned "new" subjects are borntomeet the with its philosophyor history, the adult particularvocationalinterest of subject qua adult has often nothing to contribute. groups, for example, in management,com- He starts from scratch. It is thisindeed which munications and industry. Thereare con- makes the teaching of Universityscience to flicts in these two approaches whichare not adults an interesting challenge. always explicitly stated althoughthey are not disguised. Both books are worthwhile editionsto an adult education library, and their In the first sentence of theintroduction limitations one of the editors asks "In what kind of merely indicate how muchmore needs to be done to show that the teaching science are adults interested,"and then of adults isaneducationalfieldfar-reachingin strangely there is nowhere in the bookany possibilities of investigation andresearch.

ERIC Cleminithograt

/AAR 2-01M atAdult/Amadei.

61