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In article the author talks about the installation of two virtual reality (VR) suites known as igloos at Stoke on Trent College. Topics include the application of virtual reality technology in education; and its launch after the college carried out a full review of its curriculum to ensure that it aligns to local enterprise partnership (LEP) employment and skills priorities.

The article offers information on the robotics education in London Design and Engineering University Technical College. Topics discussed include implementing technology such as robotics for smart-thinking students; teaching design, construction and operation of robots, and human-robot interaction; and views of Neil Rickus, senior lecturer in computing education at the University of Hertfordshire, on the design and technology curriculum.

Presents job advertisements for department heads in further and tertiary education in Great Britain.

The article presents Great Britain news brief as of March 2018 on topics including students rejecting further education (FE), inspection of Great Britain Office for Standards in Education in England (Ofsted) at Wigan and Leigh College and schools to provide information on FE courses.

The article discusses whether a knowledge-rich curriculum could be adapted for further education in Great Britain. The curriculum includes a list of knowledge that learners must cover, including a focus on direct instruction and an emphasis on memory as an essential component of learning. Further educational institutions are instructed to consider vocational staff as experts with regards to any changes of delivery implementation and to provide them time and access to resources.

The article suggests several ways for college teachers to get a head start for the academic year ahead. The suggestions include having an idea of what one will be teaching, it is necessary for teachers to produce the scheme of work before teaching any course for the first time and review the syllabus and considering external demands such as vocational courses when planning.

The article reports on the implication of further education in universities for colleges in Great Britain. Particular focus is given to the possibility of acquisitions between colleges and competition between them over foundation course students. The statement of Nick Davy, higher education manager at the nonprofit organization Association of Colleges, that colleges were concerned that the quality of lower-level provision offered by universities is highlighted.

The article discuses results of a survey of school governors conducted by the journal and the National Governors' Association (NGA) which revealed changes in the curriculum and the length of terms or school days by the academies. Topics discussed include efforts of ministers in accelerating the expansion of the academies programme, views of British education secretary Nicky Morgan, and lack of use of freedoms in important areas such as teachers' pay and pupil numbers.

The article offers information on importance of introducing human rights education in school curriculum as supported by majority of teachers. Topics discussed includes minimal awareness amongst children about human rights as seen by poll conducted by Amnesty International UK, views of Alice Edwards, education officer at Amnesty International UK on need, statistics related to human rights survey conducted by periodical and views of student Sadiha Chowdhury on exercising human rights in school.

The article discusses the move of multi-academy trusts (MATs) in Great Britain to cut their staff and curriculum in order to cope with the increasing cost and service charges following the announcement of chancellor George Osborn to cut to the education services grant (ESG). The views of Malcolm Trobe, interim general secretary of Association of School and College Leaders, on the consequences of the schools' action. Statistics are also given on the number of schools who would implement cutting.

Several letters to the editor are presented in response to articles in the previous July 2015 issues of the journal including "FE needs radical reform, report says," "Authors demand 'professional rates' for work with pupils," and "Teachers condemn the 'joyless' new curriculum."

The article discusses impact of increase in the number of school-based teacher training providers leading to the closure of university courses. Topics discussed include views of Professor John Howson, research fellow at the University of Oxford; increase in the number of School-centred initial teacher training (Scitt) providers in England as per the data obtained from National College for Teaching and Leadership; and expansion of Scitts due to challenges in recruitment of staff.

Focuses on the mobility training courses at Henshaw's College in Harrogate, England, which can help teachers when teaching visually impaired pupils. Cost of mobility course; Factor which prevented local mobility or rehabilitation officers to teach mobility and orientation skills; Requirements to the participants during the course. INSET: What are mobility and orientation?.

An introduction is presented in which the editor discusses various reports within the issue on topics including the help taken by India for curriculum development from the British further education (FE) sector, FE courses offered by India and FE news website of Great Britain.

In this article, the author discusses the promotional roadshow by the Barnet College at the Galleria designer outlet centre in Hatfield, Hertfordshire, England runs until August 2011, which gives further education (FE) colleges in Great Britain chance to choose low cost courses, and the case of Terence Porter, FE student at the North West Colleges of Technology in Londonderry, Northern Ireland, whose car collided to police car due to panicking.

The article offers information on the plan of the Royal Society for the Encouragement of Arts, Manufactures and Commerce (RSA) in Great Britain to expand its Opening Minds themed-curriculum academy group, in which a new RSA Academy Board will be established. INSET: Cash for innovation.

The article reports on the offer of accredited degrees at the Hamburger University which is the training centre at McDonald's Corp.'s London, England headquarters in 2010.

The article reports on the insufficiency of the full-time college courses offered at 15 hours every week or more for the development and application of skills among students with special educational needs and are protected by the Disability Discrimination Act, according to the report of the Office for Standards in Education (Ofsted) in Great Britain.

The article offers the author's insights on the "Sexy Heels in the City" subject of South Thames College in Great Britain and on the frequent quotation from literary and historical figures of further Education Minister John Hayes in his speeches.

The article presents the author's insights on the educational challenge in the U.S. to prepare and transition students for college.

The article focuses on the eligibility of a student in Great Britain to become a licensed teacher despite his cancellation of the Post-Graduate Education Certificate (PGCE) course due to outside factors. It explores several options a student can avail after PCGE cancellation and makes clear that there are other fields aside from PCGE that universities in Great Britain offer. It also highlights the Graduate Teacher Programme (GTP) as an alternative to PCGE.

The article reports that the government of Great Britain will cut undergraduate teacher training, according to university education departments. It is stated that discontinuing the program would require a change to the whole teacher training system. Bachelor's of Education courses have been criticised for its cost and for not attracting high-calibre candidates. James Noble-Rogers, executive director for the country's Universities Council for the Education of Teachers, discusses the rumours. INSET: Rise and fall.

The article reports that, as of April 2007, Park Lane College in Leeds, England, is offering a course on reducing one's carbon footprint on the Earth. Among topics discussed in the 10-week course are better insulation to make heat more efficient, recycling, decreasing the use of cars, and the science behind man-made climate change. To set an example, the college uses wind turbines and solar panels.

The article provides commentary on course offerings at British colleges and universities. The author comments on the unexciting but practical courses such as bookkeeping and safety legislation. He then focuses on a course offered by the University of Gloucestershire, a workshop on Myers Briggs personality type indicators, which was called "utterly worthless" by Terry Morgan, secretary of the Federation of Small Businesses Bristol and Gloucestershire regions.

The article reports that contrary to the coverage by "FE Focus," higher education statistics show that there are almost 47,000 students studying for foundation degrees. Over 80% of universities with degree-awarding powers support foundation degrees and 1,800 courses have been developed in partnership with colleges and employers since 2001.

The editor provides an overview on the development of foundation degrees and their reception by employers. The editor suggests that universities in Great Britain initiated programs wherein students would spend half their time on the foundation degree, and the other half on their honors program. The development of an equal higher education degree, the editor suggests, could be a solution. The editor's opinion on higher education reform is also offered.

The article discusses a report by the Adult Learning Inspectorate of Great Britain which found that visual and performing arts are the best taught subjects in colleges. Inspections found that more than 20 percent of courses were rated outstanding, compared to just 14 percent of all courses. The number of jobs created in the arts increased by 9.1 percent between 1998 and 2002, double the rate for the economy as a whole in Great Britain.

The article presents information on a suggestion of church leaders to include the classes about religious worship in the teacher-training courses in Great Britain. The church leaders are proposing the suggestion to stop schools flouting the law on assemblies. They have written a letter to Alan Johnson, the Britsh Education Secretary to express their concerns about the number of schools failing to have Christian worship everyday. The letter demands a clear statement of the implication of the law for schools, which is supported by other resources.

The article presents information on the decision of Oxford University in Oxford, England regarding the training of the religious education teachers in Great Britain. The decision is the first of this kind in 26 years and it is aiming to address a national shortage of specialists. The new course for the training will start in September 2007. The university had dropped the plan to continue the course in 1980s but again started due to the nation wide interest to the subject. The course will continue in collaboration with Culham Institute, which is an endowed trust in the education field.

This article presents the author's comments about the therapeutic courses offered by various colleges in Great Britain. The author says that there are many new age therapies such as crystal therapy, magnetic therapy, inner changes therapy and timeline therapy. He says that several colleges offer therapeutic courses such as craniosacral therapy, massage therapy, group therapy for men with sexually transmitted diseases, and behavior therapy. Thousands of students of Newcastle College in Halifax, England, are pursuing life coaching courses. The author says that there has been a huge increase in therapists and therapeutic occupations.

Reports on the problems on the decrease number of engineering and mathematician graduates every year in the schools in Great Britain. Causes on the decrease number of graduates of the school; Views of the different school administrator on the problem of schools; Actions taken by the school administrator to increase the number of graduates in the field of math, science, engineering and modern languages.

Reports that Aylesbury college in Buckinghamshire, which was the first in the country to be twice branded as failing by Office for Standards in Education, has recovered in just six months. Background of the emergency action plan; Appointment of Tribal Education Consulting to hold a mock inspection; Satisfactory rating of the college's curriculum; Other developments in the college.

Explores the survey on the collaboration needed in post-16 college education to prevent teenagers from getting bored with their studies in Wales. Frustration of the students to continue college due to lack of courses offer; Information offered early at 16 about options available in colleges so that they can make the right choices; Indication that the current system of post-16 education is not meeting the needs of many young people.

Reports on the plan of government to expand post-16 education particularly by forming partnerships of schools, sixth-form colleges, further education colleges and sector skills organizations in England. Quality of provision of places for vocational students; Impact of the partnerships of schools on the curriculum; Promotion of a wide choice of high-quality academic and vocational post-16 education.

Focuses on the skills gap issue in colleges in Great Britain.

Discusses the probable effectiveness of the sixth-form colleges in keeping school-leavers in education even in urban areas according to a survey conducted by RCU Research. Scope and coverage; Action taken by Sue Witham, head of Secretariat at the Sixth Form Colleges' Forum on the importance of sixth-form colleges in urban areas; Percentage of achievement and retention rate of sixth-form college in Manchester.

Features Emerson College, an adult training institution, that offers a course which explores the arts and sciences through anthroposophy located in East Sussex, England. Explanation of Martin Hardiman, director of the course, regarding anthroposophy; Description of the college; Other courses offered such as biodynamic training.

Focuses on partnership between Derby college and the Learning and Skills Council to offer a course introducing the skills of bricklaying. Reduction of gaps into the brickwork to simulate windows in skyscrapers; Arrangement of a brick under building-site conditions; Replication of the scheme in other trades.

Reports on the proposed merger of Cannington College with Bridgwater College in England. Criticism received by Cannington from the Office for Standards in Education; Contribution of the merger in securing a land-based curriculum for students across the region; Challenges faced by Cannington in the form of reducing levels of funding and the effect of foot and mouth disease.

Describes the university policy on history subjects in Great Britain. Irrelevance of the A-level history for an entrance examination; Aim to limit independent intellectual discovery; Comments from Andrew Granath, head of the history department at Latymer School.

Presents question-and-answer advisory for effective formula during interview of post graduate course education. Importance of clarity of mind during interview; Emphasis on subject knowledge; Concentration on the national curriculum of the subject.

Reports the details of the two-day conference on economics sponsored by Northumbria University of England and Krakow University of Economics of Poland. Role of universities in the economic regeneration of local communities; Suggestion for innovations in campuses; Impact of the conference on the economy of European countries.

Presents suggestions to colleges on the defeat of the effects of poverty to students in Great Britain. Connection between poor student performance and poverty; Contribution of colleges to the performance of students; Adaptation of the curriculum to the needs of the students.

Reports on the reasons for the low enrollment in colleges and universities for motor vehicle training courses in Great Britain. Lack of an identifiable career path; Impact of the government's rejection of the courses; Universities linking with other schools to promote the course.

Reports that the A-level curriculum in British post-16 schools has failed to encourage students to take a mix of arts and science subjects. Plan for students to accrue university entrance points after a year's study; Reluctance of students to study a subject outside their chosen area; Impact of the A-levels on class sizes.

Discusses the implementation of the mass disapplication of high school students from national curriculum subjects in favor of vocational studies at a technology college in Wigan, England. Opportunity for students to enroll in vocational subjects; Subjects offered by the school; Facilities of the school.

Focuses on the Communication, Education and Marketing Foundation (CAM), the body which oversees part-time and distance-learning courses in marketing communication at colleges throughout Great Britain. Decision to move CAM operations online; Discussions with FT Knowledge and TSL Worldwide Learning; Strengths of CAM courses according to its chief executive, David Royston-Lee.

Provides advice to college students in Great Britain regarding school curricula and other concerns. Provision of an induction program of support, monitoring and assessment by schools; Benefits of enrolling in externally organized programs.

Cites the findings of a report calling on Great Britain's universities to focus on workplace skills training in their curricula. Shift in the emphasis of student training towards transferable skills; Recommendation that key skills qualifications should get a higher point score from the University Colleges Admissions System.

Focuses on the English history course being offered at Saint George Foundation College in East Sussex, England. Factor that prompted the campaigners for English history to establish the college; Significance of the course to students; Aim of introducing the course.