Download British Further Education. A Critical Textbook by A. J. Peters PDF

By A. J. Peters

British additional schooling: A serious Textbook presents a coherent account of the process of extra schooling in nice Britain, that's outlined because the public provision for the schooling of people who've left university, except at universities, faculties of schooling, or institutions run via the armed companies.
This publication discusses the goals of the nationwide approach of additional schooling; how additional schooling is equipped; schooling for commercial ability; and part-time day schooling for all below 18 years of age. the subjects on adolescence provider; additional schooling for the disabled and handicapped; and commonwealth relatives of British additional schooling also are elaborated during this ebook.
This textbook is helpful to scholars and researchers accomplishing paintings at the enlargement of schooling in nice Britain.

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Cit.. Appendix I . Sources: as named. recreation among adults; national and local voluntary youth organizations; voluntary associations providing for the disabled and handicapped; and bodies carrying on research and other services. These bodies are aided under five A C T S or C O D E S O F R E G U L A T I O N S , which prescribe the conditions they must fulfil in order to receive grant. College governing bodies, responsible bodies and national associations promoting liberal education are aided under one code.

3. National voluntary associations 8 associations promoting liberal education for adults. General expenditure aided triennially under Further Education (Grant) Regulations, 1959, Section 2 1 . Listed in Secretary of State for Education and Science; Education in 1964, Appendix C (1965). 4. Bodies promoting social and physical training and recreation intended primarily for adults Aided under Physical Training and Recreation Act, 1937, Section 3 (as later amended). (a) National headquarters grants 43 organizations listed in op.

The vocational needs of such a student would obviously be paramount. Non-vocational adult students may have quite different needs. They are likely to be older and to have more leisure. They include a high proportion of middle-aged married women whose families no longer require all their attention. Their needs are various: to develop personal interests or skills, pursue leisure-time studies to a deeper level, improve standards of recrea­ tional activity, extend the range of aesthetic appreciation, prepare for holidays, escape from children or dull surroundings, meet new friends or talk with old ones.

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