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This article considers the implications for higher education institutions of the 14–19 reforms, principally those proposed by the Working Group led by Mike Tomlinson. It suggests that the reforms present six challenges to HE. The first challenge is about the kind of learner commitment demanded by our rigid model of a degree and the limits this presents to participation. The second challenge involves the process of selection and how well this reflects the balance between breadth and depth that is critical to 14–19 development. The third challenge relates to the generic skills and understandings needed to succeed in higher education and how these are acquired and demonstrated. The fourth challenge focuses on credit systems and asks why these still fail to deliver the flexible and personalised programmes that learners need. The fifth challenge is about the ways in which learners, particularly those from under-represented groups, are supported into and through higher education. Sixthly, there is a shared challenge about preparing learners for 21st century work and how we ensure that learning builds work-readiness. Learner-centred partnership is suggested as essential to taking on these challenges and ensuring that the benefits of 14–19 reform extend into higher study. [ABSTRACT FROM AUTHOR]

Provides information on the study that investigates the reliability of Test Candidates and its implications for a one-shot testing. Method used in the study; Results of the study; Discussion of the results; Conclusion.

The article focuses on the research that examines the responses of the mentally retarded subjects to ambiguous stimuli. The study had conducted three perceptual learning experiments to the subjects. Subjects were tested on stimuli that contain hints common to the previously learned nonsense names of two figures. The result revealed that close matching of test response relative frequencies to learning relative frequencies was found in the 6:4 ratio in the experiments.

A personal narrative is presented which explores author's experiences of dealing with her disability being both deaf and blind, using Braille-type telephone to talk with others, and living the life happily with both the disabilities.