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The Manchester SchoolVolume 33, Issue 3 p. 252-261 Appendix: Estimate of the Rate of Return to Education in Great Britain D. Henderson-Stewart., D. Henderson-Stewart. National Economic Development Office.Search for more papers by this author D. Henderson-Stewart., D. Henderson-Stewart. National Economic Development Office.Search for more papers by this author First published: September 1965 https://doi.org/10.1111/j.1467-9957.1965.tb00057.xCitations: 3AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume33, Issue3September 1965Pages 252-261 RelatedInformation

A large-scale reformation of Ukrainian schooling aimed at organizing modern educational process more efficiently and providing better services, thereby enhancing the competitiveness of each individual school and the education system as a whole, can benefit to a great extent from significant foreign experience.
 The article focuses on notable productive restructuring of British secondary education, which resulted in the essential raising standards in this sphere of the last decades, and therefore can be of special interest for Ukrainian educators. An attempt is made to analyze general results of structural reforming of secondary education in Great Britain at the end of ХХ – the beginning of ХХІ century. The possibilities of their creative implementation in Ukrainian schooling are considered. The investigation presupposed the use of the following methods: generalization , analysis, synthesis, comparison and generalization in the process of education documents study; typological and component analysis methods to define the specific activity of innovative schools in Britain; method of scientific extrapolation to define the innovative potential of British reforms for further development of Ukrainian secondary education. One of the major factors of successful reforming of secondary education in Great Britain is the consistency of schooling policy during the chain of political cycles. The awareness of British statesmen of the necessity to follow the consistent continuity of reforming processes is pointed out. The analysis of practical results of British education reforms reveals a range of perspectives for Ukrainian schooling: extending diversification in secondary education, developing a more diverse spectrum of schools with equal access to education and social justice; practical implementing of personalized studying; extending innovative school network (a complex of educational establishments united by the common innovative idea and activity which is aimed at the increase of the teaching and educational process efficiency); considering networks as an effective way of innovative educational development management under the conditions of the decentralization processes; transforming schools into the centre of community life by means of extended educational and social services. Further research of the issue can be focused on the problems and results of implementing the policies of the DfE's White Paper 'Educational excellence everywhere'.

The Return to a University Education in Great Britain

In this paper, we estimate the rate of return to first degrees, Masters degrees and PhDs in Britain using data from the Labour Force Survey. We estimate returns to broad subject groups and more narrowly defined disciplines, distinguishing returns by gender and controlling for variations in student quality across disciplines. The results reveal considerable heterogeneity in returns to particular degree programmes and by gender, which have important policy implications for charging students for the costs of their education.

RICHARD HALIBURTON ADIE, of Trinity College, Cambridge, died on May 18, in his sixty-eighth year. To University, County, and Town he was for many years a familiar figure, and in their activities his work and personality were widely respected. It was the privilege of few to see so closely and for so long the development of agricultural education in Great Britain. In the first agricultural course held in Cambridge, commencing in 1891, Adie was a fellow-student of the late T. B. Wood and Cecil Warburton. His first appointment was as an extension lecturer in agriculture in Devon, which he relinquished to return to Cambridge. A small band, with vision and enthusiasm, had created the Cambridge and County Committee for Agricultural Education, and in 1895 he gave for them the first course of lectures in agricultural economics. Adie's initial studies had been principally in chemistry, and on returning to Cambridge he took charge of the chemical laboratory at St. John's College. College teaching in chemistry continued until the outbreak of the War, and great numbers of men look back to the geniality and patience under which they began the study of chemistry in St. John's.

Adult Education in Great Britain: Report of the Ashby Committee

Adult Education in Great Britain

Introduction. The article is devoted to the system of higher pharmaceutical education in Europe and the United States of America. This issue is currently very relevant because education plays a key role in ensuring equal opportunities and access to the labor market. Most European countries have implemented and are implementing a system of higher education, which consists in successively obtaining the degrees of "Bachelor", "Master" and "Doctor of Sciences". The peculiarities of pharmaceutical education in Great Britain, Germany, France and the United States of America were considered in detail. The conducted analysis of the training of pharmaceutical specialists in the world made it possible to establish that there is no single curriculum in the training system, the content of the training also has significant differences. Historically, there have been three groups of countries characterized by different approaches to pharmaceutical education. This determines the contradiction of the world practice of training pharmaceutical personnel. There are significant differences in terms, curricula, academic disciplines, etc. At the current stage, transnational standards for the training of pharmacists have not yet been created, which significantly complicates the preparation, recognition of diplomas and qualifications at the international level. Purpose of the study is to establish whether there are significant differences in the system of training pharmaceutical specialists in Ukraine and the world. Materials and methods. Analysis of the training of pharmaceutical specialists in the world, based on the study and comparative evaluation of curricula, programs and terms of study.

The development of technological education in great britain

IN a reply on January 18 to a question in the House of Commons regarding the Goodenough Report on Medical Schools, Mr. Willink stated that the Government recognizes the fundamental importance of medical education and research to the future of the health services of the country, and accepts the principle of increased grants for the purposes of medical education and research to be distributed by the University Grants Committee through the universities to medical schools, postgraduate schools and institutes and hospitals used for teaching and research. The Government also accepts the suggestion that for a limited period these additional grants should be separated from the block grants received by universities for their work as a whole. As regards the views expressed in the report on the importance of affording to women equal opportunities to those enjoyed by men for medical training and for obtaining postgraduate experience, the Government has decided that future payments of grants to medical schools should be conditional on the adoption by the school of the principle of admitting a reasonable proportion of students of both sexes. It is proposed also that the University Grants Committee, in consultation with the university authorities concerned, should be responsible for determining from time to time whether the action taken by each of these schools complies reasonably with the principle. Equal importance is also attached to the revision of the medical curriculum, and acceptance of the principle of increased grants for medical education and research depends on the early completion of such a revision.

The United Kingdom of Great Britain and Northern Ireland has the largest Jewish population in Europe. Although there is no official census it is estimated that at the present time there are some 450,000 Jews living in Britain, 62 per cent of whom live in Greater London. The Central Committee for Jewish Education was established in 1921 to promote adequate and coordinated Jewish religious education in Great Britain. It had a special responsibility for promoting Jewish education in the Provinces. There are 500 pupils at present with a projected roll of 1,400 when the premises are extended within the next few years. The school replaces the old Jews’ Free School founded in 1817 and the majority of its Governors are appointed by the London Board. The Central Council for Jewish Religious Education inspects classes in England outside Greater London and on curricula, text-books and methods of teaching; and organizes Jewish Youth Study Groups both in London and the Provinces.

Dietetic education in Great Britain

Technological Education in Great Britain

THE valuable statement "The Open Door in Secondary Education", issued by the members of the Education Sub-Committee of Nuffield College Social Reconstruction Survey, does full justice to the twin aims of educational reform: maintenance of the quality of the education provided, while making sure that opportunities at present the privilege of a minority become the heritage of the nation. Its six recommendations are accompanied by a brief survey which indicates the rapidity with which opinion has advanced in this field. First, the Statement recommends that in all schools which receive any grants from the State or from local education authorities, tuition should be free and adequate maintenance grants should be given. Secondly, the scales on which grants are made to schools should vary according to the education they provide, especially in equipment, staffing ratio and opportunities for advanced work. To deal with the allocation of grants and with the question of control involved in this second recommendation, establishment by the Board of Education of a school grants central committee on the lines of the University Grants Committee is proposed, assisted by a small number of regional committees.

CHAPTER 5 - Further Education for 15–18-year-olds in Britain