'In a high unemployment economy, French young people have created a hierarchical, competitive tertiary system with strong similarities to our own'
Article Abstract:
An analysis of the higher education and Baccalaureat system in France. It is contended that reformers in the UK who use the French system as an example of the form reform of the UK's system should take have a misguided idea of what the French system actually is and how it works and that the French system, driven by young people who are looking to best position themselves within an economy experiencing high levels of unemployment, has strong similarities to the UK's.
Publication Name: Times Higher Education Supplement
Subject: Education
ISSN: 0049-3929
Year: 2005
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'The history of the QAA shows how supine our dignitaries have become... Dr Johnson would not see v-cs as fit champions for a sector in crisis'
Article Abstract:
Issues relating to the future of the higher education are examined. It is argued that the higher education sector as a whole is in crisis as a result of the number and diversity of policies that now apply to it and the apparent unwillingness or inability of Universities UK to deal with these matters and take a stand based on clearly expressed principles.
Publication Name: Times Higher Education Supplement
Subject: Education
ISSN: 0049-3929
Year: 2003
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'The structure of both A levels and AS levels is decided as though the universities were minor shareholders from beyond the Andes'
Article Abstract:
Issues relating to sixth-form and undergraduate studies in the UK are examined from the point of view that universities should have a greater influence over the structure of sixth form studies - A levels and AS levels - as the majority of people that take these qualifications will be headed for university.
Publication Name: Times Higher Education Supplement
Subject: Education
ISSN: 0049-3929
Year: 2003
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- Abstracts: 'Although the white paper makes you wonder why the English were ever noted for their literary ability, it bears a passing resemblance to Shakespeare'
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