A Generic Framework for Describing Study Plans for Networked Universities using Meta-Data

This paper presents a generic framework that can be used to describe study plans using meta-data. The context of this research and associated technologies and standards is presented. The approach adopted here has been developed within the mENU project that aims to provide a model for a European Networked University. The methodology for the design of the generic Framework is discussed and the main design requirements are presented. The approach adopted was based on a set of templates containing meta-data required for the description of programs of study and consisting of generic building elements annotated appropriately. The process followed to develop the templates is presented together with a set of evaluation criteria to test the suitability of the approach. The templates structure is presented and example templates are shown. A first evaluation of the approach has shown that the proposed framework can provide a flexible and competent means for the generic description of study plans for the purposes of a networked university.

A new 14+: vocational diplomas and the future of schools, colleges and universities. An educational and campaigning pamphlet

Written in an accessible and campaigning style, this pamphlet affords a valuable context to the introduction of the first group of specialist diplomas for 14 year olds in September 2008. The diplomas are the latest in a line of failed initiatives that have sought to provide vocational ‘alternatives’ for those young people staying in full-time education and not considered ‘academic’. Rather than developing any useful employment skills, Allen and Ainley argue that their introduction reflects the changing significance of education in the division and social control of learners that now extends from school to college and on to university. Those who are opposed to the current post-14 agenda, must not only put forward radical alternatives to the current curriculum offer but also, the authors argue, address issues of democracy and accountability. To do this, teacher trade unionists must make new types of alliances with local communities and also with their students.