James (1972)

(page numbers in brackets)

Notes on the text
Preliminary pages (i-viii)
Membership, Contents

Chapter 1 (1-4)
Introduction
Chapter 2 (5-17)
The third cycle
Chapter 3 (18-39)
The second cycle
Chapter 4 (40-48)
The first cycle
Chapter 5 (49-66)
Organisation and development of the system
Chapter 6 (67-77)
Summary of the report
A note of extension (78-79)

Appendix 1 (80)
ATOs and other bodies supplying reports
Appendix 2 (81-92)
Sources of written evidence
Appendix 3 (93-94)
Sources of oral evidence
Appendix 4 (95)
Visits made by members of the Committee
Appendix 5 (96)
Training institutions and the teaching force 1962-70
Appendix 6 (97-98)
Examples of course structure for the DipHE
Appendix 7 (99-104)
A possible distribution of Regional Councils
Appendix 8 (105)
Training institutions: size and status
Appendix 9 (106-116)
List of recommendations

Index (117-128)

Report by a Committee of Inquiry appointed by the Secretary of State for Education and Science, under the Chairmanship of Lord James of Rusholme

London: Her Majesty's Stationery Office 1972
© Crown copyright material is reproduced with the permission of the Controller of HMSO and the Queen's Printer for Scotland.

[page 97]

APPENDIX 6

EXAMPLES OF THE COURSE STRUCTURE FOR THE DIP.H.E.

1. Any example offered of a DipHE course can do no more than illustrate the principles outlined in Chapter 4. It is unlikely that any college will choose to apply those principles in precisely the manner here illustratively described for a hypothetical college with a student body of 1,200, of whom 800 are engaged in studying for the DipHE. No formal distinctions between general and special studies are recognised, but instead the student, advised by his tutors, composes a programme of work from a wide range of courses offered to him. These courses are planned and taught by the five schools in which the college is organised: the Schools of Mathematics and Science, Humanities, Social Studies, Educational Studies and what, for want of a better term, might be called 'Creative Arts', a wide area including not only the visual arts, music, drama and dance but also a range of crafts, some appreciation of the properties of materials, some aspects of three dimensional design and an introduction to technology. Within each school, courses are either double (counting two units for one year of work) or single (counting one unit for one year of work). A student would normally study the same double subject or subjects for two consecutive years, but need not always be required to do so. Some of the single subjects may be studied for two years; some are designed to last only for one. The regulations of the college are drafted, and interpreted by the tutors, in such a way that each student's programme embraces several different areas of study, and provides opportunities for a rigorous study in depth as well as for that broadening of mind and attitudes which has been identified as a necessary objective of the diploma course. A minimum number of units is prescribed for the award of the diploma.

2. Two examples of a student's programme drawn from this illustration may be given. One student, who is in the second year of the course, is studying double physical science (two units) in the School of Mathematics and Science and double technology (two units) in the School of Creative Arts. The choice of technology as an example is not made perversely but in order to emphasise what is said in the last paragraph about the breadth of scope which the School of Creative Arts could have. These two subjects - physical science and technology - are the same double subjects as he studied in the previous year. He is also studying, in the School of Humanities, 'The English Novel in the 19th Century' as a single subject (one unit); this is a one year course and in the previous year he had followed in the same School a course on 'The Russian Revolution'. His second year programme is completed by a one year single subject 'An Introduction to the Psychology of the Adolescent', bearing one unit in the School of Education Studies. In the previous year he had taken a course on 'Social Class' in the School of Social Studies. In each of his two years of study he has, therefore, acquired six units, yielding a total of 12, a minimum of 10 being required for the award of a diploma. The second student, who is in his first year of the course, is following a double course on child development in the School of Educational Studies and in the School of Creative Arts a double course in music, together with single courses on statistics in the School of Mathematics and Science, and on Plato in the School of Social Studies. It is a requirement of this, but not necessarily of other colleges organised in a similar manner, that each student must be following two double courses in each year. Many of the definitions and descriptions in this example are, of course, arbitrary but it may nevertheless serve as an illustration. It is worth mentioning here that if the DipHE courses offered in the colleges included options of the kind suggested for the School of Creative Arts - for example, special studies in a range

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of crafts or an introduction to technology - the products of such courses, together with some of those from the colleges of education (technical), would be very acceptable teachers in many secondary schools. Indeed, teachers recruited through either of these channels could be of great value in developing new patterns of education for adolescents, both in secondary schools and FE colleges.

3. In both examples, specialised studies would occupy two thirds of the student's time and general studies the remaining one third. Educational studies would be part of the student's special studies programme in one example and of the general studies course in the other, but it would be equally possible to construct programmes for those students who did not wish to include educational studies in either category.