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This article explores the introduction of new teacher training methods at the Centre for English Teacher Training (CETT) at the University of Budapest, along with its partner schools. A particular interest has emerged in the use of role-play to make language learning more student centered and interactive, thereby creating a more spontaneous and realistic learning environment that prepares teacher trainees and their students for social interaction via the medium of a foreign language. The article concludes with a summary of main findings about the perception of role-play activity based on in-depth interviews with 10 trainee teachers linked with the CETT program. [ABSTRACT FROM AUTHOR]

The current turbulence in policy making for higher education is creating a series of dilemmas for universities and colleges engaging in expansion whilst at the same time protecting high standards for learning and teaching as well as research. In this article, the specific application of computer-assisted assessment (CAA) is discussed as a method for coping with large class sizes whilst also providing meaningful feedback to students on their coursework submission, and without dominating staff time. A case study is presented (based on one department within a new university in South Wales, UK),which draws on three other higher education institutions' experiences of CAA applications. This includes a series of interviews with lecturers in order to highlight key concerns about the consequences of quality assurance at both pedagogic and management levels. Resourcing issues were paramount, and the paper concludes with the recommendation that the application of CAA should be reinforced by a research focus so that such learning and teaching developments can be critically evaluated whilst also generating research activity. [ABSTRACT FROM AUTHOR]

Media Simulation for Universities and Schools (MESUS) brought together eight secondary schools within the South Wales valleys for one academic year in 1998 (September to June). Participants were between ages 12 and 14 who were responsible for producing a monthly newspaper both in electronic and hard format. A total of seven editions of an online newspaper were produced. MESUS aimed to teach aspects of information technology to young people who are increasingly expected to possess these skills to secure employment. The use of a newspaper simulation provided a theme and an environment whereby these abilities could be developed as a means to an end rather than the main focus of study. Furthermore, the project allowed pupils, usually confined to the school classroom, to experience working with an external organization: a university. This article provides a brief overview of the educational context for the project and describes its format. [ABSTRACT FROM AUTHOR]

A 'twinning' programme for staff development is outlined, involving collaboration between lecturers from the University of Glamorgan in Wales and the Bath College of Higher Education, a university sector college in England. The principle aim is that of disseminating good practice in educational development, including innovations in work-based learning, educational technologies and mentoring. This paper addresses the theme of professional development for academic staff, and reviews twinning experiences through an application of communication models to learning organizations within Higher Education. The essential advantage of twinning strategies lies with institution-wide rather than discipline-specific developments. [ABSTRACT FROM AUTHOR]

Argues that a number of developments and initiative within higher education offer much encouragement to the establishment of peer tutoring systems within colleges. Information about the student-centered learning and peer tutoring and proctoring of Nottingham Polytechnic; Supporters of the university's student-centered learning; Facts about the Nottingham experiment on higher education; Criticisms that can be made regarding Nottingham's peer tutoring; More.

Outlines the three stages of the author's involvement in simulation and gaming. Involvement in teaching simulation and gaming; Recognition of simulation and gaming as valid research; Recognition of simulation and gaming as a part of a wider range of educational development projects and methods.

Examines the attitudes and opinions of British students toward the process of recording achievements while at school and the usefulness of the National Record of Achievement in application to higher education. Students' expectations about how higher education will build on and further develop their records of achievement.

Discusses the role of the group, Gamblers Anonymous, in promoting the medical definition `compulsive gambling.' Information on the role of the medical model with regards to compulsive gambling; Details on the application of the medical model.

A biography of Alan Coote is presented. He was born on 1944 in Cornwall. He studied geography and economics in South Africa. He was married with Carol and became a father to Alex and Becci. He taught geography and education at the South Glamorgan Institute of Higher Education in Wales. He died in November 2007 due to an illness.

Two surveys of mentors and mentoring coordinators in Hungarian educational sectors gathered data for the British Council sponsored Hungarian Mentor Project. The results of the research show that mentoring has affected teaching practice throughout the whole country. Project benefits include raising participants' awareness of mentoring, increasing their professional confidence and changing their attitude to working with trainees. Despite the achievements and the general satisfaction with a new model of mentoring questionnaire, respondents raised key concerns and highlighted issues which should be solved at different levels of Hungarian education/teacher training. Although mentors' attitudes towards the new model is mainly positive, ongoing training is necessary to disseminate the theories of reflective mentoring in the education system and strengthen the theoretical side of mentors' training. Participants of the project had a strong concern with the financial, institutional and organisational problems inherent in the present system of education, which, indeed, make it difficult for the proposed model to take firm roots in Hungary. Official recognition of mentor training and mentor trainer training are of key importance to ensure sustainability. [ABSTRACT FROM AUTHOR]

The past decade has witnessed significant changes in the student population entering HE programmes of study. Such changes have been accompanied by increased central accountability and reduced central funding. This paper reflects on the role that computer-based learning (CBL) can play in supporting students, specifically adult learners, in such an environment. It suggests that the technology has demanded more attention than the pedagogic issues and argues that CBL must take advantage of adult learners' experiences to gain maximum advantage in the future . [ABSTRACT FROM AUTHOR]