We all have opinions on education, but how far do we understand the powerful forces that shape the learning experiences of our children and young people? Eric Macfarlane takes a critical look at the traditions, government policies and individual ideologies that currently determine priorities in our schools, colleges and universities. His disturbing conclusion is that we are fast losing sight of the basic principles that underpin effective learning and teaching. Who Cares About Education? is a call for concerted action from all who share an interest in young people and the way in which we prepare them for adulthood. 'This wise book will speak to a wide range of audiences and prove an important resource for a generation of teachers, parents and young people who sense that something has gone very wrong in today's system.' Melissa Benn. 'Eric Macfarlane has a real gut feeling for what education should be about. At a time when discussion is mainly about exam results and giving schools new titles, he provides a forceful reminder of what really matters in educating our young people.' Chris Green, MBE. 'Education remains political dynamite, with teaching professionalism and autonomy constantly undermined, and school leaders flung aside like football managers in a bad season. That's why we need books like Eric Macfarlane's - restoring perspective, channelling rage, providing historical context, and voicing solutions. It's a book for all who care about real education.' Geoff Barton. 'Eric Macfarlane shares his passion for a broad and balanced curriculum and emphasises the enormous benefits of the arts as a serious part of every child's education and well-being. His book will empower us to ensure accessibility to the arts for future generations.' Dame Evelyn Glennie. Eric Macfarlane has taught in, and been head of, both secondary modern and grammar schools. He was the founding principal of Queen Mary's College, one of Hampshire's pioneering 16+ comprehensive colleges, and has been an LEA adviser, examiner and assessor of several different initiatives to improve the learning and teaching processes in both schools and universities. Whilst Principal of Queen Mary's College, he was seconded to Keble College for a year to assist with the Oxford Department of Education's introduction of a school-based teacher-training course. He worked at the University of Surrey and Birkbeck College promoting the Enterprise in Higher Education initiative, before becoming academic staff adviser in University College, London. Eric has had a long association with out-of-school learning initiatives and was chair of the Governing Council of the Active Training and Education Trust. He received the OBE in the Queen's Birthday Honours List in 1988.

Published in 1993, this book considers the needs of older teenage students and the various forms of provision made for them. The 16-19 sector of education is a transition stage for students and a system in transition for educators. At a time of rapid change the author assesses the significance of current trends and recent legislation for managers, teachers and lecturers in schools and colleges catering for this age group. Eric Macfarlane argues that the 16-19 sector provides both a microcosm and intensification of the tensions, divisions and conflicting aims and objectives present throughout the education system as a whole. He explores the differences that exist between the academic and vocational routes to qualification, between the comprehensive, selective and independent systems and between 'traditional' and 'progressive' approaches to the learning process. The ideologies and policies that have produced the present system are traced and the case for reform examined. Different management tasks in 16-19 education are considered, with emphasis on current changes in strategies and structures. The book highlights the distinctive features of the various types of institution that provide for students aged 16-19 and the ways in which these distinctions are becoming blurred. The final chapters consider the future of 16-19 provision and the particular impact of the 1992 Further and Higher Education Act.

Published in 1993, this book considers the needs of older teenage students and the various forms of provision made for them. The 16-19 sector of education is a transition stage for students and a system in transition for educators. At a time of rapid change the author assesses the significance of current trends and recent legislation for managers, teachers and lecturers in schools and colleges catering for this age group. Eric Macfarlane argues that the 16-19 sector provides both a microcosm and intensification of the tensions, divisions and conflicting aims and objectives present throughout the education system as a whole. He explores the differences that exist between the academic and vocational routes to qualification, between the comprehensive, selective and independent systems and between 'traditional' and 'progressive' approaches to the learning process. The ideologies and policies that have produced the present system are traced and the case for reform examined. Different management tasks in 16-19 education are considered, with emphasis on current changes in strategies and structures. The book highlights the distinctive features of the various types of institution that provide for students aged 16-19 and the ways in which these distinctions are becoming blurred. The final chapters consider the future of 16-19 provision and the particular impact of the 1992 Further and Higher Education Act.

We all have opinions on education, but how far do we understand the powerful forces that shape the learning experiences of our children and young people? Eric Macfarlane takes a critical look at the traditions, government policies and individual ideologies that currently determine priorities in our schools, colleges and universities. His disturbing conclusion is that we are fast losing sight of the basic principles that underpin effective learning and teaching. Who Cares About Education? is a call for concerted action from all who share an interest in young people and the way in which we prepare them for adulthood. 'This wise book will speak to a wide range of audiences and prove an important resource for a generation of teachers, parents and young people who sense that something has gone very wrong in today's system.' Melissa Benn. 'Eric Macfarlane has a real gut feeling for what education should be about. At a time when discussion is mainly about exam results and giving schools new titles, he provides a forceful reminder of what really matters in educating our young people.' Chris Green, MBE. 'Education remains political dynamite, with teaching professionalism and autonomy constantly undermined, and school leaders flung aside like football managers in a bad season. That's why we need books like Eric Macfarlane's - restoring perspective, channelling rage, providing historical context, and voicing solutions. It's a book for all who care about real education.' Geoff Barton. 'Eric Macfarlane shares his passion for a broad and balanced curriculum and emphasises the enormous benefits of the arts as a serious part of every child's education and well-being. His book will empower us to ensure accessibility to the arts for future generations.' Dame Evelyn Glennie. Eric Macfarlane has taught in, and been head of, both secondary modern and grammar schools. He was the founding principal of Queen Mary's College, one of Hampshire's pioneering 16+ comprehensive colleges, and has been an LEA adviser, examiner and assessor of several different initiatives to improve the learning and teaching processes in both schools and universities. Whilst Principal of Queen Mary's College, he was seconded to Keble College for a year to assist with the Oxford Department of Education's introduction of a school-based teacher-training course. He worked at the University of Surrey and Birkbeck College promoting the Enterprise in Higher Education initiative, before becoming academic staff adviser in University College, London. Eric has had a long association with out-of-school learning initiatives and was chair of the Governing Council of the Active Training and Education Trust. He received the OBE in the Queen's Birthday Honours List in 1988.