PORT RESUMES

ED 019 041 JC 680 112 COMMUNITY IN BRITAIN. BY- EISENHAUER, LOUIS AMERICAN ASSN. OF JUNIOR COLLEGES,WASHINGTON,D.C. PUB DATE FEB 68 EDRS PRICE MF -$0.25 HC -$0.24 4P.

DESCRIPTORS- *JUNIOR COLLEGES, *TECHNICALEDUCATION, TECHNICAL INSTITUTES, ADULT EDUCATION, *POST SECONDARYEDUCATION, *FOREIGN COUNTRIES, ROLE, COLLEGES, EDUCATION, BRITAIN,

WHILE BRITAIN HAS NO PARALLEL TO THEAMERICAN MULTIPURPOSE , THE PURPOSEOF SUCH AN INSTITUTION IS SERVED BY A VARIETY OF FORMSOF "COLLEGES OF ," EACH WITH ITS OWNINDIADUAL CHARACTER AND PURPOSE. THEY MAY BE LOCAL, AREA, REGIONAL,OR NATIONAL. THEY INCLUDE COLLEGES OF ART, AGRICULTURE,AND COMMERCE, AS WELL AS.TECHNICAL COLLEGES. ENTRY ISOPEN TO ALL, AND STUDENTS MAY PROGRESS IN ACCORDANCE WITHTHEIR TIME, ABILITY, AND EFFORT. THE CURRICULAR RANGE IS FROMSECONDARY REMEDIAL STUDIES TO LEVEL PROGRAMS. SOMECOLLEGES OFFER WORK LEADING TO A UNIVERSITY DEGREE, ANDA WIDE VARIETY OF DIPLOMAS AND CERTIFICATES IS AVAILABLE. MOSTOF THESE AWARDS REQUIRE BOTH LIBERAL AND TECHNICAL STUDIES.THE COLLEGES UTILIZE A LEGALLY SUPPORTED LIAISON AMONGBRITISH INDUSTRY, BUSINESS, GOVERNMENT, PROFESSIONS, AND THETECHNICAL COLLEGES. THIS ARTICLE IS PUBLISHED IN "JUNIORCOLLEGE JOURNAL," VOLUME 38, NUMBER 5, FEBRUARY1968. (WO) U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE skay. OFFICE Of EDUCATION RI

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O UNIVERSITY OF CALIF. LOS ANGELES

MAR 51968

CLEARINGHOUSE FOR INFORMATION Jona nuni ty

Brltair Senior students pause for a chat in front of Llandaff Technical College, which is located in Cardiff, Britain.

The Further Education System Shows tion in and ( is a world A Remarkable Range of Programs With largely to itself). .is like the vegetation of South America : it contains anything you can think of." Appropriate Awards At the end of 1966 there were over 700 further education institutions in England and Wales with By Louis Eisenhauer a total enrollment of more than 1.5 million.By 1969-70, according to the Labor Party's national There are no multipurpose community colleges in plan, enrollment will top 2.1million.Anthony Britain strictly comparable to those in the United Crosland, until 1967 secretary of state for educa- States. What Britain does provide for students who tion and science, has said that "further education do not matriculate at a university or a teacher's is the fastest growing sector of the entire British college is an extraordinary variety of "colleges of educational system." further education" which both parallel and extend A summary of the historical background of these beyond the current range of American community colleges is given in Reports on Education (no. 2, junior colleges. revised, April 1966) issued by the Department of Conveniently called "technical colleges," though Education and Science: not without strong objections, these institutions The structure of technical education has been much may be either local, area, regional, or national; and, developed and reorganized following the White Papers within these groupings, can be found colleges of art, of 1956 and 1961. The first of these drew attention to the challenge to our technical education represented by agriculture, and commerce as well as colleges spe- that of other countries. A similar document appeared cifically geared to technical or craft programs. more than a century ago in 1853, and in 1857 the new They offer full-time, part-time, and "sandwich" Education Department was constituted to do something education for persons over the legal -leaving about it....Much of the pioneering work was done by age (now fifteen), excluding, of course, students unofficial bodies such as the City and Guilds of London Institute....In the last years of the century, poly- still in secondary . As Tyrell Burgess notes technics, tc....thnical institutions, and science schools were ruefully in A Guide to English Schools (Penguin, going up all over the place (mostly financed by "whisky 1964), "Any account of further and higher eduea- money"). In a Bill in 1918 there is reference to compulsory day 11111111111k continuation schools for fourteensixteen-year-olds in * Sandwich courses consist of alternating periods of employment. More significant ... wasthe 1921 scheme not less than nineteen weeks of full-time study (it may ...for National Certificates. ...The 1944 Education be more) in a technical college and of supervised expe- Act, after providing for primary and secondary educa- rience in industry, usually extending over a number of tion, went on to make it a duty of local education authori- years. Students may also attend these colleges on "day- ties to provide "full-time and part-time education for release" or "block-release" schedules, meaning they are persons over compulsory school age." emouraged by their employer to take off from their jobs (with pay) and attend classes for varying periods of Perhaps the philosophy of the British technical time. colleges is best put in the same publication: "Entry 23 is open to all, and students may advance as far as general liberal studies (typically literature, history, time, talent, and application can carry them." art, music, social studies) infuse the otherwise spe- Two significant differences between further edu- cialized curriculums. Oddly enough, little attention cation colleges in Britain and American community is given to assuring that a similar smattering of junior colleges should be emphasized : some of the math and science is also integrated into those pro- British colleges offer work leading to a university grams which do not as a matter of course feature degree or its equivalent ; and a large number and them. bewildering variety of diplomas and certificates are In actual practice the amount and makeup of available to further education students. required general studies varies markedly from one Assnming they have the necessary entrance quali- college to another since each responds to "local" ficatio,s, similar to those expected by the univer- industrial and professional pressures. The courses sities, students at selected technical colleges may offered also vary, generally being adapted to the study for a B.A. or B.S. degree, and even continue needs of a specific curriculum, e.g., an English to postgraduate work. The degrees are awarded course in a business studies program would stress by the Council for National Academic Awards business communications. The serious reservations (C.N.A.A.), established by royal charter in 1964 about "multitrack" courses held by many faculty especially to bestow degrees and other academic members in American community colleges would distinctions to persons taking approved programs not be relevant in Britain, because the programs outside the . External degrees may also and awards are so clearly labeled and the vexing be earned from London University by further question of transferring credits to a senior institu- education students. tion does not arise. Students with academic credentials not quiteso strong, or who are not interested in a normal de- Recent Developments gree, may study for the higher national diploma The growth and character of British technical (H.N.D.), which is recognized by industry, govern- colleges are being greatly influenced by two impor- ment, and the professions as a substantial achieve- tant developments :the passage by Parliament in ment.Other diplomas and certificates available 1964 of the Industrial Training Act, which requires (each with varying entrance requirements andcur- industries, at their own expense, through repre- riculums)are the higher national certif icate sentative boards, to insure that enough people are (H.N.C.), the ordinary national diploma (O.N.D.), trained to meet the future needs of the industries ; and the ordinary nationalcertificate(O.N.C.). and the proposal in 1966 by Anthony Crosland, then Additionally, there are numerous specialized cer- secretary for education in the British Cabinet, that tificates granted by the city and guilds of London a number of major educatirmal centers, "polytech- and certain grades and professions. nics," be established within the further education Subjects taken for these awards'range from system to complement the universities and colleges building and business studies through engineering of education. (of all types) and printing to retailing and textiles; An extended analysis of the Industrial Training and the awards carry with them clearly understood Act would require a separate article ;suffice it to economic and social benefits. To the American and, say that for the technical colleges the impact of the not infrequently, to the native Briton, this profusion act is to encourage hundreds of thousands of poten- of degrees and diplomas and certificates is confus- tial students to take time from work, with pay, and ing. But such a system has the advantage of spell- return for varying periods of time to the colleges. ing out precisely what the student has studied and The facilities and faculties of the colleges will be how far he has ventured. Contrast this with the taxed to cope not only with the numbers but the catch-all ambiguity of the A.A. or A.S. degrees new and different programs they demand. usually granted by American community colleges. To understand the proposal for polytechnics it is necessary to know that in England General (Liberal) Studies operates within what is called a "binary system." Like American educators, the British are con- As Mr. Crosland put it in a controversial speech cerned with the risks and limitations of a narrow, two years ago, "on the one hand we have...the vocational training for technicians and technolo- autonomous sector, represented by the universities, gists (in Britain the latter are always degree-level) in whose ranks...I now include the colleges of who will surely constitute the bulk of tomorrow's advanced technology. On the other handwe have citizenry in both countries. Most of the award- the public sector, represented by the leading tech- granting groups, backed strongly by the Department nical colleges and the colleges of education." of Education and Science, insist that a modicum of From the ranks of the technical colleges (the pub-

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lic sector) polytechnics would be developed as "com- aminations (roughly sixteen eighteen-year-olds) prehensive academic communities" for full-time, requires a variety of specialized courses, many sec- sandwich, and part-time students at all levels of ondary schools do not have sufficient students to higher education. "As mixed communities of full- establish variable sixth forms. The Department of time and part-time teachers and students they will Education and Science has recommended to the local . .have closer and more direct links with indus- education authorities that colleges which try, business, and the professions." would pool students from several secondary schools Mr. Crosland and his supporters see the poly- in an area may be a solution to this problem. To technics as institutions which will meet the increas- date few of these institutions exist.Interestingly, ing demand for higher education without setting if a sixth form college were merged with a less than up more universities. His critics see them as means degree level technical college the result would cer- to assert more direct so.lal (that is, political) con- tainly resemble an Americana community college. trol over higher education. One undesirable effectof the new proposal, In Sum pointed out by the Association of Teachers in Tech- What does the further education system in Britain nical Institutes, may be to drain scarce talent and offer to American community colleges? resources from those colleges not selected as poly- technics and thus damage badly the whole further Three points come to mind : first, the extraordinary education system. Mr. Crosland and his successor range of programs coupled with their appropriate are likely to prevail. The experiment should be of awards ; second, the legally supported liaison be- interest to American community college leaders tween British industry, business, government, and who may themselves one day have to decidl whether the professions and the technical colleges ; and third, they should extend their programs beyond the cur- the range of the colleges, extending from secondary rent associate degree level. school "remedial work to university degree level. Although it does not affect directly the technical Above all, an examination of the colleges of fur- colleges, another recent development in British edu- ther education in Britain emphasizes the singular cation of interest to American community colleges contribution of such colleges to a modern society, is the "sixth form college." Since advanced study and confirms one's belief in the functions and goals for those who have passed their ordinary level ex- of American community junior colleges.

25 Mem SS MUM INSNumbs. I *forcollegrejotinial

AMERICAN ASSOCIATION OF JUNIORCOLLEGES THE MAGAZINE FOR JUNIORCOLLEGE EDUCATION Art Consultant and Catherine H. Mitchell:Assistant Editors Thomas Gladden: Roger Yarrington:Editor Marcia C. Woiccak, Molly 0. Moffett,

3 AAJC Approach Edmund J. Gleazer, Jr. Royal Hart 7 The Question ofGovernance in Maryland Frank B. Pesci and 10 How To Name a College,Sort OfPatrick Butler Eunice 0. Shatz Junior Colleges and the NewCareers Program Sheldon S. Steinberg and John E. Roueche andDavid M. Sims lbOpen-Door College or Opp -DoorCurriculums? 20 Open DooraColorTV Leslie Wilbur 23 Community Collegesin Britain Louis Eisenhauer

F. 26 Miami-Dade's WeekendCollege Juliet Lewis Richard D. Yeo 28If I Could CreateCinderella Junior College 32 Recommendationsfor Better EnglishInstruction 8 John Weber 42 A Case for StudentInvolvement Eileen Hein 46Aviation at MetropolitanJunior College Don Krischak of _Teacher Expenses Howard H. Serlin 56Current Guidelines forIncome Tax Deductibility 58Literature in Passing "PERMISSION TO REPRODUCE THIS 62Letters COPYRIGHTED MATERIAL HAS BEN GRANTED

66 News Background BY ,19.4e/;tz , 4 / /A 80Credits 0 ERIC AND OR I TIONS OPERAT IN UNDER AGREEMENTS WITH THE U.S.OFFICE OF EDUCATION. FURTHER REPRODUCTION ONSIDE THE ERIC SYSTEM REQUIRESPERMISSIIN OF © Copyright AmericanAssociation of Junior Colleges1968 THE COPYRIGHT OWNER." Edmund J. Gleazer, Jr., Executive President, Bennett College Stuart E. Marsee, Vice.President,El Camino College Officers and Board: Donald A.Eldridge, W. Fordyce, Santa Fe JuniorCollege John Everett M. Woodman, ColbyJunior College Joseph Bill J. Priest, Dallas CountyJunior College Stephen E. Epler, Director Community College Earl L. Klapstein, Mt. Hood College School Districts Charles E. Chapman, Cuyahoga Lombardi, Los Angeles City Charles W. Laffin, Jr., State Universityof New York Agricultural and District Charles E. Hill, Rochester JuniorColiege Fremont-Newark Junior College and Service: Robert E. Lahti,William Rainey Harper College Ray A. Miller, York JuniorCollege. Council on Research Technical College of Farmingdale IN John E. null, Oakland CommunityCollege Sister M. Majella College James L. Wattenbarger, Universityof Florida Edward Simonsen, Bakersfield William 3. Shannon, AssociateExecutive Director William Virgo.:3. AAJC Staff: Edmund J.Glazer, Jr., Executive Director Berg, Marymount College of Roger Yarrington, Director ofPublications a Kenneth G. johnP. Malian, Director ofGovernmental Relations A. Harper, Director of PublicRelations e Gilbert D. Saunders, Specialist inOccupational Lewis R. Fibel, Specialist inOccupational Education Skaggs, Specialist in OccupationalEducation Facilities Information Service Jane E. Matson, Specialist in Occupational Education Robert B. Malcolm, Director of Education a James D. Stinchcomb, College Project Jack C. Gernhart, AdministrativeAssistant Specialist in Student PersonnelWork DOrothy M. Knoell, Coordinator of Urban Community Richard T. Chinn, BusinessManager.