The Arts in Schools - Calouste Gulbenkian Foundation
The Arts in Schools - Calouste Gulbenkian Foundation The Arts in Schools - Calouste Gulbenkian Foundation
Chapter 81 Lists of writers willing to participate in this scheme are available fromRegional Arts Associations. General information about Writers inSchools can be obtained from the Literature Director, Arts Councilof Great Britain, 105 Piccadilly, London W1V OAU.2 Further information about Poets in Schools can be obtained from theEducation Officer, The Poetry Society, 21 Earls Court Square, LondonSW5.3 For a description and discussion of a range of other schemes see Artistsin Schools: Papers for a Conference held at the Whitechapel Art Galleryon 28th April 1978. Available from the Gallery, Whitechapel HighStreet, London El 7QX.4 See Dance Education and Training in Britain, Calouste GulbenkianFoundation, 1980.5 Further information can be obtained from the Literature Officer,Greater London Arts Association, 25—31 Tavistock Place, London WC1.6 For a description and discussion of these schemes, see Artists andPeople by Su Braden, Routledge and Kegan Paul, 1978.7 For a discussion of the work of Theatre in Education Companies seeLearning Through Theatre, edited by Tony Jackson, ManchesterUniversity Press, 1980.8 This is given in Arts Centres: Every Town Should Have One, by JohnLane, Paul Elek, 1978.9 Ripping Yarns, an article in the Times Educational Supplement, 4thJanuary 198010 From When is the Poet Coming Again, an article on the Poets in Schoolscheme by Pat Swell, Education Officer with The Poetry Society.11 From a report in The Times Educational Supplement, 19th May 1979.12 Zoe Fairburn commenting on her C Day Lewis Fellowship 1977—78,in Writers in Residence, Education Supplement of the Greater LondonArts Association, 1979.13 Ibid., Note 11.14 See, for example, Su Braden Op. cit.Chapter 91 See Fairburn, The Leicestershire Community Colleges and Centres,1978; and Henry Morris, The Village College; being a memorandum onthe provision of educational and social facilities for the countrysidewith special reference to Cambridgeshire, 1925.2 A detailed study of The Arts and Community Education is beingundertaken by the Arts Council of Great Britain. The report looksat problems and difficulties, together with benefits, through detailedcase studies. These include a school we describe in the Appendix.3 A Youthaid statement on education in April 1979 confirmed this inlooking at the pattern of education among 16—18 year olds. Of the2,000,000 people in this age range 18% (357,000) were continuing167
their education full-time in school; 9.6% (191,000) did so in nonadvancedfurther education; 2.4% (47,000) were already in highereducation. Thus about 30% were in full-time education. A further13.4% of the age group (268,000) were studying part-time in the dayand 5.4% (108,000) in the evening. In other words about half the agegroup had no contact with the maintained education system: over 10%of the age group were unemployed overall with much higher percentagesin some areas of the country. At 18+, only 14.5% were in full-timehigher education. The majority had, by then, lost all touch with theeducation service. For about half the population as a whole, the end ofcompulsory education is the end of formal education of any kind. (SeeYouthaid, 1979, para 10.3)Most of the provision comes from:a) maintained schools and collegesb) industrial, commercial and public sector concerns meetingtheir own training needs and responding to requests to providework, experience and training for the unemployede) public sector establishments such as the Manpower ServicesCommission and the Industrial Training Boards offering trainingand work experienceThe terms of reference of the Council, as laid down by the Secretaryof State for Education are:To advise generally on matters relevant to the provision of educationfor adults in England and Wales, and in particulara) to promote co-operation between the various bodies engagedin adult education and review current practice, organisationand priorities with a view to the most effective deployment ofthe available resources; andb) to promote the development of future policies and priorities,with full regard to the concept of education as a process continuingthrough life.G. Adkins, The Arts and Adult Education, Advisory Council for Adultand Continuing Education, Leicester, 1981.During the period of the Arts Council's survey, for example, 2,750courses were run at such centres and of these approximately 40%were in the arts and crafts. University extra-mural departments mountedabout 8,500 courses over the same period of which 20% were in artssubjects.168
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their education full-time <strong>in</strong> school; 9.6% (191,000) did so <strong>in</strong> nonadvancedfurther education; 2.4% (47,000) were already <strong>in</strong> highereducation. Thus about 30% were <strong>in</strong> full-time education. A further13.4% of the age group (268,000) were study<strong>in</strong>g part-time <strong>in</strong> the dayand 5.4% (108,000) <strong>in</strong> the even<strong>in</strong>g. In other words about half the agegroup had no contact with the ma<strong>in</strong>ta<strong>in</strong>ed education system: over 10%of the age group were unemployed overall with much higher percentages<strong>in</strong> some areas of the country. At 18+, only 14.5% were <strong>in</strong> full-timehigher education. <strong>The</strong> majority had, by then, lost all touch with theeducation service. For about half the population as a whole, the end ofcompulsory education is the end of formal education of any k<strong>in</strong>d. (SeeYouthaid, 1979, para 10.3)Most of the provision comes from:a) ma<strong>in</strong>ta<strong>in</strong>ed schools and collegesb) <strong>in</strong>dustrial, commercial and public sector concerns meet<strong>in</strong>gtheir own tra<strong>in</strong><strong>in</strong>g needs and respond<strong>in</strong>g to requests to providework, experience and tra<strong>in</strong><strong>in</strong>g for the unemployede) public sector establishments such as the Manpower ServicesCommission and the Industrial Tra<strong>in</strong><strong>in</strong>g Boards offer<strong>in</strong>g tra<strong>in</strong><strong>in</strong>gand work experience<strong>The</strong> terms of reference of the Council, as laid down by the Secretaryof State for Education are:To advise generally on matters relevant to the provision of educationfor adults <strong>in</strong> England and Wales, and <strong>in</strong> particulara) to promote co-operation between the various bodies engaged<strong>in</strong> adult education and review current practice, organisationand priorities with a view to the most effective deployment ofthe available resources; andb) to promote the development of future policies and priorities,with full regard to the concept of education as a process cont<strong>in</strong>u<strong>in</strong>gthrough life.G. Adk<strong>in</strong>s, <strong>The</strong> <strong>Arts</strong> and Adult Education, Advisory Council for Adultand Cont<strong>in</strong>u<strong>in</strong>g Education, Leicester, 1981.Dur<strong>in</strong>g the period of the <strong>Arts</strong> Council's survey, for example, 2,750courses were run at such centres and of these approximately 40%were <strong>in</strong> the arts and crafts. University extra-mural departments mountedabout 8,500 courses over the same period of which 20% were <strong>in</strong> artssubjects.168
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