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This study is part of a regional study in industrial South Wales on the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. The study combines contextual analysis of secondary data about education and training providers with a regional study of several generations of families in South Wales (a door-to-door survey of 1,104 representative householders), semi-structured interviews, and taped oral histories conducted in 1996-97. This study begins by questioning the narrow definition of learning used in much present writing concerning lifelong learning, which tends to focus on the purported economic and societal benefits of prolonging and widening participation in formal education and training programs. In contrast, much valuable learning already goes on, and has always gone on, outside formal programs of instruction, both at work and at leisure. The study concludes that if such informal learning continues to be ignored by proponents of a learning society, as it has been by the authors of the recent green papers, for example, then the result will be an unnecessary exclusiveness in definitions of a learning society and an unjustifiable reliance on certification. (Contains 24 references.) (KC)

This study is part of a regional study in industrial South Wales on the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. The study combines contextual analysis of secondary data about education and training providers with a regional study of several generations of families in South Wales (a door-to-door survey of 1,104 representative householders), semi-structured interviews, and taped oral histories conducted in 1996-97. This study examines the relationship between patterns of participation in education and training within families and considers the respondents' own explanations for the patterns observed. The analysis uses these three indicators of participation in lifelong learning: the highest lifetime qualification so far; the age of leaving full-time continuous education; and the individual's learning trajectory. The study found that the role of parental background in children's educational attainment and lifelong learning is much stronger than has been posited in other studies. The study found considerable reproduction of learning trajectories within families--strongest among lifelong learners and non-participants, and weakest among delayed and transitional learners. Although the role of family background decreases with age of children, the study suggests that families continue to play a key role in the transition from initial to postcompulsory education and beyond. (Contains 27 references.) (KC)

This study is part of a regional study in industrial South Wales on the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. The study combines contextual analysis of secondary data about education and training providers with a regional study of several generations of families in South Wales (a door-to-door survey of 1,104 representative householders), semi-structured interviews, and taped oral histories conducted in 1996-97. This study uses brief accounts from the interviews to examine the social determinants of adult participation and training as identified in earlier papers (Working Papers 7 and 9). The individuals' participation in adult learning is defined in this study within an empirically derived typology of learning trajectories. Treating these types as a dependent variable, the analysis identifies age, cohort, period, and location effects as well as considering their relationships to other variables such as respondent characteristics, personal and societal opportunities, and economic conditions. The study found that the most important determinants of participation in further education are time and place. The study concluded that ameliorating inequalities in society could make alternative learning trajectories available to more people, and it is worth doing, even if economic benefits do not accrue. (Contains 42 references.) (KC)

This paper considers the social and structural determinants of adult participation in education and training. Section 1 deals with 11 lifetime learning trajectories identified from a systematic stratified sample of 1,104 education and training histories collected from respondents aged 15-65 in industrial South Wales. For the purposes of the paper, they are analyzed at a higher level of abstraction, with only five categories: non-participant, delayed, transitional, lifetime, and immature. This section is a simple report of empirical findings relating to the similarities and differences between the trajectories in terms of the major variables. These findings form the basis of an outline hypothesis of the social and structural determinants of participation in lifelong learning, which section 2 makes explicit. Section 3 tests the hypothesis by attempting to predict which post-compulsory trajectory each respondent will follow, using only variables not used in the classification into trajectories. A conclusion finds the determinants of participation in adult education and training are not linearly progressive; the two-component model of determination suggests that immediate further and higher education histories are predictable from privileged family background, while later learning is more dependent on changing opportunities, motivation, and learner identity. Appendixes include classification of trajectories, data tables, and trajectory determinants. Contains 25 references. (YLB)

A study compared the GCSE benchmarks of all local education authorities (LEAs) in England and Wales. The impetus was that a comparison on almost any performance indicator of initial education flattered England, and comparisons led to the conclusion that the education system in Wales was failing. The performance measure was the GCSE benchmark of the percentage of the relevant age cohort gaining five or more grades A-C; the 1994 figure was lower for Wales. Independent variables used to characterize LEAs were social class, free school meals, population, area, and population density. Correlations between data were calculated using Pearson's r; a multiple linear regression analysis was conducted. All independent variables correlated significantly with the GCSE benchmark, with the percentage taking free school meals accounting for two-thirds of the variance in results between LEAs. No evidence was found of poor school performance in Wales. The initial schooling and background characteristics of each participant were used to create a series of logistic regression models to analyze post-compulsory learning trajectories. Nine predictor variables at age 15 or less were significant in predicting examination results at 16; interactions between variables were more significant in many cases. The type of secondary school attended was the major determinant of qualifications at age 16 until fairly recently. (Contains a 53-item bibliography.) (YLB)

This study is part of a regional study in industrial South Wales on the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. The study combines contextual analysis of secondary data about education and training providers with a regional study of several generations of families in South Wales (a door-to-door survey of 1,104 representative householders), semi-structured interviews, and taped oral histories conducted in 1996-97. This study examined learning trajectories, defined in an earlier study, by area of residence, for non-participants by area and age, for delayed learners by area and age, for transitional learners by area and age, for lifetime learners by area and age-cohort, by place of birth, and by number of area moves. Ethnicity was also examined. The study found that traditional Christians of working-class families are more likely to be lifetime learners, as are middle-class families speaking Welsh and those who are more mobile, while fundamentalist Christians are less likely to engage in learning activities. Over time, the trend has been for all types of families to engage in more learning, including ethnic groups from other countries. (Contains 23 references.) (KC)

This working paper is a product of a regional study in industrial South Wales of the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. This paper describes the notion of learning trajectories and considers determinants of an individual's participation in education or training. It discusses a door-to-door survey of 1,104 householders in industrial South Wales to obtain their life work and educational histories that were analyzed to identify trajectories--characteristic patterns of participation and non-participation in post-compulsory education and training. These 5 categories with 11 trajectories are identified: disaffected learner (non-learner, near non-learner); delayed learner (delayed learner, deferred student, twilight learners); transitional learner (false-start trainee, false-start student); immature learner (still at school, still in full-time education); and lifetime learner (work-based learner, early learner). The analysis that led to determination of six predictor variables--area of residence, gender, type of school, attempting qualifications, qualification at age 16, and occupational class of father--is explained. Appendixes include development of learning trajectories. Contains 57 references. (YLB)

This working paper is a product of a regional study in industrial South Wales of the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. It examines the notion of a learning society in Britain, suggesting that markedly different interpretations of the term are in common use among politicians, economists, policymakers, and educationalists. The paper outlines chief arguments currently being used to advocate the establishment of a learning society in Britain. These arguments have two strands--the claim that the standard of education and training in a country has a direct impact on its economy and that, therefore, expenditure on learning by the state and employers will be recouped, and the claim that there is a lack of justice in the distribution of education and its rewards in Britain today. Since this involves a brief description of the availability of education and training in Britain, the paper allows a preliminary consideration of the extent to which a learning society already exists or can be said to have existed in the past. It concludes that to some extent the "learning society" is used as a term of convenience. Appendixes include definitions and acronyms. Contains 103 references. (YLB)

This working paper is a product of a regional study in industrial South Wales of the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. The study combines contextual analysis of secondary data about education and training providers with a regional study of several generations of families in South Wales via survey, semi-structured interviews, and taped oral histories. This paper describes the provision of formal education and training in Wales during the period covered by the study, 1996-97, focusing where possible on these three research sites--Blaenau Gwent, Bridgend, and Neath Port Talbot. Specific topics are schools in Wales; the growth of initial education; bilingualism and territoriality; performance measures for initial education; pre-war adult education and training; whether a post-war learning society has existed; and performance measures for adult education. Appendixes include figures that detail educational participation and outcomes, further and higher education students in Wales, and destination of school leavers. Contains 73 references. (YLB)

This report examined the effects of implementation of England's National Curriculum requirements on teachers, students, teaching methods, and classroom organization. Most teachers accepted the National Curriculum in principle, while at the same time reporting problems regarding pace and extent of changes. Changes in teaching approach and philosophy, teachers' working day, record keeping, assessment, planning, and curriculum content were reported. Teachers were tightening classroom control, providing more direction to children's activities, using more group and whole-class teaching, and providing less scope for individual choice and self-directed study. Students' responses to the implementation of the curriculum indicated that while they preferred to control their own activities, most of them recognized classroom life as being framed by tight teacher control. Changes in curriculum reflected a shift toward the core subjects and away from creative areas, with a corresponding feeling of time pressure for teachers and increased student interest in creative activities. Teachers indicated that their relationship with children was adversely affected by pressures on teacher time. Teachers either had mixed views about the development of primary education in the next 5 to 10 years, or were pessimistic, feeling that changes would lead to a loss of autonomy and a narrowing of the teachers' role. (SH)

A preliminary discussion is presented of the advantages and disadvantages of the comprehensive assessment system used to complement the National Curriculum that is being introduced in England and Wales as part of the 1988 Education Reform Act. Some of the early findings of the Primary Assessment, Curriculum, and Experience (PACE) study are also presented. As the National Curriculum is implemented, assessment of all children against attainment targets will be conducted and Standard Assessment Tasks (SATs) will evaluate the progress of children at ages 7, 11, and 14 years, with a final assessment at age 16 years. A study involving 88 teachers in the period prior to the first administration of the SATs indicated a sense of constraint resulting from the new requirements, with many worries about the time and practicability of the innovations and their impact on the teaching-learning relationship. Little recognition of a positive role for these assessments was apparent. Interview data for 48 6-year-old children indicated anxiety on the part of students as well. It is concluded that the fundamental incompatibility of formative and evaluative assessment purposes has resulted in the loss of the powerful positive potential of assessment in promoting learning. (SLD)

A product of the United Kingdom's Primary Assessment, Curriculum and Experience (PACE) project, this report presents interview, observation, and survey findings concerning primary school teachers' attitudes toward and experiences of the Standard Assessment Tasks (SATs). In 1991, students were observed taking SATs at nine schools. Afterwards, students and teachers were interviewed about the experience. In addition, year 2 teachers in 48 schools completed questionnaires, and head teachers gave open-ended comments on their experiences. Teachers reported anxiety in several areas related to the test, including extra workloads, relationships with colleagues and parents, and disruption of normal teaching practices. Teachers also expressed concern about the reliability of SAT assessments. The report concludes by noting teachers' general willingness to accept SATs despite their negative experiences and criticisms. (MM)

A longitudinal study of language development is being conducted in which ten recordings of spontaneous speech are being made of l28 children at 3-month intervals. Children were stratified with respect to age, sex, birth month, social and educational family background and family occupations. A matrix was constructed for two groups of children, with entry ages of 15 months and 39 months. Recordings are made with a radio-microphone worn by the child. The radio receiver and the tape recorder are placed in the home and programmed to switch on for periods of 90 seconds at intervals of about 22 1/2 minutes between 9A.M. and 6P.M. The recording is later played to the mother to determine as much of the context and circumstances of the speech as possible. In the printed transcripts (not included here), the child's speech is in the left hand column, the speech of other participants in the center and contextual information on the right. Interpretations of utterances and descriptions of intonation are included where applicable. So far, the first recordings of each child have been transcribed and prepared for publication, totaling about 2500 pages. (CHK)

This handbook describes research projects of the School of Education, University of Bristol. Eight current projects are briefly described, and references are listed for each. These projects include (1) a pilot project working with probationary teachers, (2) a study of teachers' support agencies, (3) a longitudinal study of language development in preschool children, (4) a study on reading readiness and reading instruction, (5) a study of local education authority advisers and educational innovation, (6) a replication of the Coleman Study, (7) a project to develop independent learning materials, and (8) research on emotional effects of the menstrual cycle in adolescent girls. The handbook then describes two past research project; one on the administrative tasks of head and senior teachers in large secondary schools, and the other on supervision and student learning in relation to school experience. The handbook also discusses the School of Education's efforts to involve teachers in small research projects. Finally, computer activities in the School of Education are described, and a list of reports and papers available from the School of Education is presented. (CD)

This paper reports the findings of an investigation into the development of the use and understanding of locative and temporal prepositions in 94 children aged from 18 months to 8 years. The research was carried out as part of the Project "Language Development in Pre-School Children," directed by Gordon Wells, at the University of Bristol, School of Education. The research represents an attempt to integrate the theoretical and methodological orientations of linguistic semantics and Piagetian theory in the study of the acquisition of a limited domain of word-meanings. Detailed analyses are presented of particular strategies utilized by children at various ages and stages of development in the comprehension and production of spatial and temporal relational terms. It is suggested that such strategies result from specific interactions between the developing systems of language, cognition and perception, the overall forms of which are determined by the socio-cultural context of the use of the relational terms. In conclusion, partial critiques are presented of one-sided applications of semantic features theories and Piagetian theory in previous explanations of the acquisition of spatial and temporal relational terms. (Author)

A longitudinal study of language development in the preschool years was conducted in order to describe developmental sequence and to estimate, at three-month intervals, the range of language attainment in a normal population of children between 15 and 60 months of age. Additionally, possible determinants of variation in rate and style of language development at home were sought, and antecedents of differential progress in the early stages of learning to read were investigated. The sample included 128 children, half 15 months old and half 39 months old, selected from a random sample to give equal representation to both sexes, to four classes of family background, and to birth at each of the four seasons. Results pointed to the importance of preschool experience for children's progress in the early years of schooling and in particular suggested that it was the quality of parent-child interaction that differentially equipped the children to benefit from school. Subsequently, observations of naturally occurring linguistic interaction in the early years of schooling were conducted to address questions about social class similarities and differences between mothers' and teachers' language usage. This third phase of the longitudinal study compared children's language experiences at home and at school, described the teaching styles of parents and teachers, and discussed antecedents of school attainment for children at 7 years of age. (Author/RH)

These two working papers are products of a regional study in industrial South Wales of the determinants of participation and non-participation in post-compulsory education and training, with special reference to processes of change in the patterns of these determinants over time and to variations between geographical areas. The study combines contextual analysis of secondary data about education and training providers with a regional study of several generations of families in South Wales via survey, semi-structured interviews, and taped oral histories. Paper 1, The Region of Study, describes the region and provides secondary data used both in the creation of the sample and as a background for the analysis of research findings. It discusses how these three sites that typified the focus area were selected: Blaenau Gwent in the heart of the depressed coalfield; Neath Port Talbot, a large urban center historically linked with heavy industry; and Brigend, a rapidly expanding town south of the coalfield which also shows recent impact of Japanese investment in the area. Paper 1 contains 48 references; background data of the sites; and maps. Paper 2, Outline Methodology of the Study, describes the survey, data collection, pilot study, coding, and these forms of analysis that were carried out: factor analysis, causation, temporal sequences, standard regression, logistic regression, and loglinear models. Paper 2 contains include 63 references. (YLB)