A short history of the School of Education by university of nottingham

An Educational Journey: A short history of the School of Education at The University of Nottingham Rosemary Gower 2014

An Educational Journey: A Short History of the School of Education At The University of Nottingham

Rosemary Gower 2014

CONTENTS Page Number

ACKNOWLEDGEMENTS

SOURCES

INTRODUCTION

EARLY HISTORY OF THE UNIVERSITY OF NOTTINGHAM

THE FACULTY

12 Deans Faculty Secretaries Some Initiatives that Affected the Departments in the Faculty: Student Representation on Committees Prizes/Scholarships/Bursaries Overseas Connections Student Unrest Access In the 1990s

DEPARTMENT OF EDUCATION

13 14 14 14 14 14 14 14 14 16

Staffing Trent Building, and the Building of and Move to the New Education Building Postgraduate Certificate in Education (PGCE) Diploma in Educational Studies and MEd INSTITUTE OF EDUCATION

17 17 19 22 23

Move to the new Education Building Staffing Teacher Training Colleges/College of Education Post-Experience In-Service (Short Course) Training Diplomas Overseas Teachers Library DEPARTMENT OF ADULT EDUCATION/EXTRA MURAL STUDIES/ CONTINUING EDUCATION Adult Education in Nottingham 1800 - 1920 14-22 Shakespeare Street and Other Buildings/ Locations Staffing Joining with and Separating from the School of Education Changes of Name 1

24 24 25 27 27 27 27 29 29 30 31 31 32

Extra Mural Courses Mainstreaming Award Bearing Courses and Staff Research Residential Courses/Learn at Leisure/Study Tours Centres within Adult Education After 1997

32 35 36 36 38 38

THE FORMATION AND LATER STRUCTURE OF THE SCHOOL OF EDUCATION

SCHOOL OF EDUCATION

44 Staffing Colleges and Validation Non-Award Bearing In-service Programmes Postgraduate Certificate in Education Undergraduate Courses: In-service BEd/BEd Bridging Course BPhil(Ed) Postgraduate Courses: MEd/Two-Centre MEd Research Students Evaluation of Courses Overseas Students - Their Qualifications and Induction to the UK Credit Accumulation and Transfer, Accreditation of Prior Learning/Prior Experience (APL/APEL) and Lincolnshire Accreditation Scheme Credit Accumulation and Transfer Accreditation of Prior Learning/Prior Experience (APL/APEL) Lincolnshire Accreditation Scheme Staff Research Shell Centre for Mathematical Education Changes Within the School of Education from 1989 and into the 2000s The Building, Facilities, Equipment and Support Staff The Building From Typewriters to Computers and Secretarial and Technical Support Duplicating Other Happenings ..... Conclusion

44 45 47 48 50 50 51 51 51 52 52 52 53 53 53 54 54 56 56 59 59 60 61 61 61

FROM THE UNIVERSITY CALENDARS 1890/91 Elementary Teachers' Course(a-b) 1891/92 Day Training College 1898/99 Day Training College (a-b)

A (a-b) B C (a-b)

1920/21 Lists of staff in the Departments of Education and Adult Education (a) Information about the Department of Adult Education (b-c) 1947/48 Faculty of Arts: Lists of staff in the Departments of Education and Adult Education (a-b) Information about the Institute of Education (c) Historical Note (d-e) 1948/49 Faculty of Education: Lists of staff in the Departments of Education and Adult Education (a-b) List of staff in the Institute of Education (c) Information about Adult Education (d-e) Information about the Delegacy for Extra Mural Studies (e) Information about the Institute of Education (f) 1970/71 Faculty of Education: List of staff in the School of Education (a) List of staff in the Department of Adult Education (a) Information about Adult Education (b) Information about the Delegacy for Extra Mural Studies (b-c) Information about the School of Education (c) FLOOR PLANS OF THE EDUCATION BUILDING, UNIVERSITY PARK

D (a-c)

E (a-e)

F (a-f)

G (a-c)

UNIVERSITY PARK CAMPUS MAP showing: The former Education Building (no. 7, orange (and now showing the fourth wing, built after Education vacated the building)). Redcourt (now part of Lenton and Wortley Hall (mauve). Cherry Tree Buildings (now demolished - were sited on the green area between no. 15 Portland Building and Cut Through Lane). Old Engineering Building (now demolished - was sited next to Cut Through Lane on the green area between nos. 10 and 12). University Club (now known as The Hemsley, no. 8). The Orchards (no. 6)

PHOTOGRAPHS of some former and current members of staff. This is a selection of photographs from those supplied by some of the people interviewed. I am sorry they do not show everyone.

DVD of Gerald Hinchliffe's Retirement in 1987 (showing some former and some current members of staff) VIDEO (and a DVD Copy) of Pam Brown's 25 Years Celebration (showing some former and some current members of staff)

These are available in the School Office

ÂŠ

Rosemary Gower, 2014

Please do not reproduce any of the material contained within these pages without permission. The University Calendars are also subject to copyright and state that the copies are for study purposes only and may not be copied or reproduced without the permission of the Manuscripts and Special Collection Department, and the owner, or, copyright holder. Please also see the copyright (below) regarding the copies from the University website. University website copyright We own or are licensed to use all copyright and other intellectual property rights in and to our website, its design and content, and all technical infrastructure relating to it. Material contained in our website may be downloaded, viewed and printed for personal non-commercial use or for internal non-commercial circulation within your organisation provided that no trade mark, copyright or other proprietary notices contained in or appearing on such material are removed in whole or in part. Material contained in our website may not otherwise be copied, reproduced or redistributed in whole or in part without our prior written permission. In particular, it must not be reproduced or exploited for commercial gain. All other rights are reserved and you must ask our permission before making any other use of material contained in our website. This permission to reproduce material does not extend to material identified as belonging to third parties, where you must obtain the permission of the relevant owners before reproducing such material. The trade marks and logos (including The University of Nottingham "castle" logo) used and displayed on our website are our registered and unregistered trade marks or those of others. You may not use these trade marks without our prior written permission or that of the owner(s) of the trade mark(s) in question.

ACKNOWLEDGEMENTS With thanks to: Professor Christine Hall and Dr Susan Riley for asking me to write this History and for their patience as the time has ticked by .... Dr Sarah Speight for allowing me to use extracts from the Information Panels she produced for the Celebration of Shakespeare Street Exhibition, 2010. Dr Christine Humfrey for reading through the final text and her encouragement through the researching and writing process. Shirley Connolly for patiently dealing with all my queries, arranging for School of Education archived material to be retrieved from Kings Meadow Campus and for sorting out rooms for me to work in. Edmund Gorrod for his help with the photographs and title page. Also those who gave up their time to talk to me, or helped via email correspondence: Pam Brown Jean Cameron (formerly Russell-Gebbett) Professor Maurice Craft Professor Chris Day Professor Philip Gammage Bob Gibbs (via email) Professor Carol Hall Dr Eric Hall Professor Colin Harrison Doreen Herrod Gerald Hinchliffe Dr Christine Humfrey (formerly Shinn) Tricia King June Lemon Dr David Marcombe Professor Roger Murphy Professor Philip Olleson Dr Susan Riley Mick Saunders Sylvia Stephens Joyce West John Wightman Dr Glyn Yeoman

SOURCES Faculty Board Minutes, October 1958 to November 1997 (available in the School of Education) Executive Group Minutes and Strategic Review of Education papers from 1995 onwards University web pages University Calendars - where lists of academic and academic related staff members can be found along with the Ordinances for courses. The Calendars are held in the Special Collections in the Manuscripts Department, King's Meadow Campus and are available to view there by making an appointment. Pictures of buildings from University website HEFCE website (www.hefce.ac.uk) Education England Timeline (www.educationengland.org.uk/timeline) Wikipedia (en.wikipedia.org)

-----------------------------------------1964 The Ministry of Education changed to become the Department of Education and Science (DES) 1992 The DES changed to become the Department for Education (DfE) 1995 The DfE changed to become the Department for Education and Employment (DfEE) 2001 The DfEE changed to become the Department for Education and Skills (DfES)

----------------------------------------For further reading, books that may be of interest are: B H Tolley, The History of The University of Nottingham Volumes 1 and 2, Nottingham University Press, 2001. ISBN 1-897676-719 A H Thornton and M D Stephens (Eds), The University in its Region: The Extra Mural Contribution, Department of Adult Education, University of Nottingham, 1977. ISBN 0-90203139-2

INTRODUCTION This work came about when Professor Christine Hall and Dr Susan Riley asked me if I would be interested in putting together a History of the School of Education, as there was nothing written about this that the School could refer to. This is a short history of the Department of Education, Institute of Education, Department of Adult Education and the School of Education. It has been an interesting journey. I started working at the School of Education in October 1978 in the PGCE Office but even though I worked at the School for 28 years, I knew very little about the background to how it all started. This account is very much based on the information gleaned from the interviews, and there are, inevitably, things left out. All dates and events have been checked wherever possible and my apologies if any are wrong. Also it is not possible, in this short work, to mention in great detail all aspects of the work of Education, all the courses offered, Government and University initiatives, all the facilities available, staff comings and goings and all the hard working support staff, but what I saw as the 'main' events I have included. It was noticeable how the courses were continually being evolved (and no doubt still are) and new specialist subject areas included to bring them into line with current thinking and of course, to make best use of staff and student time. It was a very pleasurable experience talking to former (and current) colleagues about their experiences and being able to spend time reminiscing over 'the good old days'. Rosemary Gower June 2014

EARLY HISTORY OF THE UNIVERSITY OF NOTTINGHAM University College History Founding and Early Years University College Nottingham was founded in 1877. The College grew out of the 19th century desire to open up university education to people unable to attend the traditional universities of Oxford or Cambridge. The actual impetus for the building of the college was a grant of ÂŁ10,000 by an anonymous donor to Nottingham Corporation, to provide an endowment for lectureships. The donation was given on the condition that the Corporation acquired or built suitable accommodation for the lectures.

Building work began on the new college buildings in 1877. The site chosen was a parcel of land known as Horse Pool Close which was already owned by the Corporation. Shakespeare Street had been built across the close in 1852. The foundation stone of the new college buildings was laid on 27th September 1877 and the college opened in 1881. Classes began in autumn 1881.

Photograph of staff outside Shakespeare Street buildings. (UCN/P/9/1)

The College opened in 1881 with a staff of four professors, six lecturers and twelve teachers and a student body of 381 day students, 623 evening students and 346 members of government science classes. Classes were offered in the arts, humanities and sciences with lecturers expected to cover more than one subject, rather than the specialism known today. From its beginning the aim of the College was to bring education to all those who desired it, regardless of class, sex or financial means. To ensure that workers were able to share in the educational opportunities offered by the College, many classes had to be held in the evening. These evening classes became an increasing burden on the College over time as the more academic side of its work grew, but they were maintained whilst the College remained on the Shakespeare Street site.

Ticket for first class at Shakespeare Street (UCN/E/22/1).

In its early years the College offered what we would nowadays think of as secondary or further education rather than higher education. The reason for this was that compulsory education ended at age 13, with no provision for secondary education being made until the Balfour Act of 1902. Students leaving school at thirteen were therefore ill-equipped to enter into a real university-style academic education. The majority of the early College students, who were admitted at age 14 upwards, attended â&#x20AC;&#x2DC;university-extension classesâ&#x20AC;&#x2122;. These classes offered the type of material that would now be covered in the later years of secondary school. The completion of such a course (consisting of 11 lectures and 10 classes) and the passing of an exam resulted in a certificate from the University of Cambridge.

University College, Nottingham had no powers of its own to confer degrees, instead allowing matriculation to the universities of Cambridge and Oxford (though in practice this rarely happened). The College later aligned itself with the University of London which offered external degree courses. This affiliation allowed University College students to study to degree level, with the first B.A. being awarded in 1884.

Growth Attendance at the College rose steadily, if slowly, for the first twenty-five years of its existence. The slowest growth was seen in the number of day students, due to the inability of workers to attend classes in the daytime and the failure of the middle classes to make full use of the College. By the 1903-04 session, twenty-one years after the opening of the College, the number of day students had reached 488 whilst the number of evening students had risen to 1, 715. This expansion in the number of students was both a cause and result of an increase in the number of staff and courses. Significant developments included the introduction of classes to train elementary teachers, which eventually resulted in the establishment of Nottingham as a day training college in 1890, and the introduction of engineering and technical classes, which led to the opening of new buildings behind the original College in 1893. Other developments included the establishment of lectures in coal mining and the opening of the Midland Dairy Institute at Kingston on Soar.

After a period of inertia in the early 1900s the administration of the College was reorganised, resulting in the creation of several new chairs, such as History, and the purchase or lease of new buildings such as the Hylton House hostel in Raleigh Street for female students. The more elementary academic work was abandoned and the admission age raised to sixteen.

Move from Shakespeare Street As the College grew it became increasingly apparent that the Shakespeare Street buildings were no longer adequate to meet the needs of the College. Lack of space meant that classes were crammed into basement rooms and attics never designed for that purpose. The influx of new students after the First World War exacerbated the problem with the number of day students alone jumping from 509 in 1918-19 to 1,011 in 1921. It was clear that new accommodation was going to have to be found if the College was to continue to grow and thrive. At the same time there was agitation among members of the College governing body for the College to be granted full University status. These two needs combined in 1920 when Sir Jesse Boot (later Lord Trent) made the first of a number of significant gifts to the University College. Over the following years he gave land at Highfields in Nottingham for the site of a new ‘East Midlands University’ and donated money towards the new buildings. Though the hope of establishing an East Midlands University was abandoned, Sir Jesse Boot’s donations of land and money proved a significant step towards the creation of a Nottingham University.

Work began on the new University College buildings (the present University Park campus) in 1922 on land donated by Sir Jesse Boot. The new college campus was officially opened on 10th July 1928 by King George V and Queen Mary. From this point on the majority of departments were housed on the new campus although some, such as engineering, remained at Shakespeare Street until 1946.

Official opening of University Park campus, 10th July 1928. (UR 1383/1)

University Status The idea of converting Nottingham University College into a full University was mooted early in its history. In 1906 a report by the Senate of the College expressed the desirability of the College acquiring full University status. A concerted effort was made in 1928 to gain the College its Royal charter (the recognised way to establish a new University). In order to be granted University status the College needed to show that it had the support of the local community in the form of endowments. An endowment appeal was launched in 1928 to coincide with the opening of the new college buildings. The appeal aimed at raising £250, 000. Despite the

large amounts of money donated by Sir Jesse Boot and other benefactors, the endowment appeal fell short of raising the money needed.

As well as the lack of financial support, one of the reasons behind the delay in obtaining University status was the indecision as to whether the University College should apply for University status in its own right, or in conjunction with other colleges such as Leicester as part of a larger â&#x20AC;&#x2DC;East Midlands Universityâ&#x20AC;&#x2122;. A number of conferences were held on the subject of the proposed East Midlands University but the plan ultimately came to nothing.

It was in 1948 that Nottingham University College was finally granted its university charter, 71 years after it was founded. The College was renamed The University of Nottingham and was able to confer its own degrees.

This section has been taken from The University of Nottingham website: Libraries/Manuscripts and Special Collections/Collections in Context/University College History

THE FACULTY In 1906/07 Education came under Language and Literature. In 1921/22 the Departments of Education and Adult Education are listed under the Faculty of Arts. This continued up until 1948 when the University was granted its Charter and a Faculty of Education was created under the Deanship of Professor Norman Haycocks, and was made up of the Departments of Education and Adult Education (see University Calendar F). The Institute of Education, created in 1947, was never listed under the Faculty in the University Calendars although it had very close connections with the Department of Education and Department of Adult Education, and Professor Lewis became Dean of the Faculty from 1957/58 for a period as did Professor Davies from 1966/67, both before the merger of the Department of Education and the Institute of Education. At a Faculty Board meeting of November 1962, changes to the Faculty Board were noted as: 'The Department of Social Science out because: (i) Diploma in Youth Leadership, which was original reason for including them, has been abolished (ii) that Institute of Education be included in order to bring within the purview of the Board of the Faculty courses which are conducted by the Institute and which lead to a Certificate or Diploma awarded by the University. (The courses of Constituent Colleges would continue to be the subject of recommendations from the Academic Board directly to Senate.) Membership of Faculty to be all members of the academic staffs of the Departments of Education, Adult Education and of the Institute of Education.' The first proper Faculty Office overseen by a Faculty Secretary, and with its own secretarial support (Pam Brown who moved from the Institute of Education), was set up in the late-1960s when the initial training BEd came on stream at the Colleges of Education and there needed to be a formal system to administer the degrees (syllabuses, regulations, pass lists and failures etc). The first Faculty Secretary was Bernard Lowe who was an Administrative Assistant in the Institute of Education and listed as such in the 1967/68 University Calendar. In 1968/69 he is listed as Assistant Registrar (Education) which would indicate his changed status. Before the setting up of this Faculty Office, it is presumed that Marjorie Davies, who was Professor Haycocks secretary, took the minutes of the Board of the Faculty of Education meetings and did any administrative work necessary to progress and process information to and from the University and its Committees. It is interesting to note that, when the School of Education was formed, Bernard Lowe's title, was listed as Assistant Registrar and Secretary to the School of Education. Having looked through a number of University Calendars, both Faculty Secretaries are listed as Secretary to the School of Education, until Alan Hart took over from Christine Shinn in 1986 from when they are just listed as Assistant Registrar (Education). The administration of the higher degrees (MEd, MPhil, PhD) was done by the Faculty Office until the mid- to late-1990s (see below) when it was taken over by each School. The administration for other award-bearing courses was handled by the Department(s)/School(s). The Faculty continued handling all matters relating to the Departments and acted as a facilitator, approving all new programmes of study, all aspects of the Colleges' business, taking pass/fail results etc to the main University Committees for final approval. Originally everything went to Senate but later the work to do with courses went to either 12

the Board for Postgraduate Studies (BPGS) or the Board for Undergraduate Studies (BUGS). In 1983 a paper tabled at Faculty Board included in it the following .... 'The Function of the Dean is to further the interests of the Faculty at Senate, to ensure that the Faculty's business is conducted in accordance with the University's statutes and ordinances and, at meetings of Deans and in the committees of Senate, ensure that the Faculty secures its share of resources necessary to fulfil its functions.' In 1995, following a communication from the Registrar's Office, the Faculty of Education started a review of the Faculty Office to look at the staffing with a view of 'unblurring' the roles/tasks which staff performed (before this some School staff were doing Faculty jobs and some Faculty staff were doing School jobs). It was decided that five or six staff be 'moved' to become Faculty staff (and therefore paid by the Registrar's Department) but would still be 'housed' in the School. This led to a split in the secretarial staffing and a divide in provisions of, for example, staff development days. In 1996 the Registrar, on behalf of the senior management of the University, must have approached the Heads of the Schools of Education and Continuing Education about the disbanding of the Faculty (and for Education to be a pilot scheme). Professor Hopkins led the Review and a strategy for uncoupling the Schools from the Faculty system was devised. Discussions continued and it was reported at the November 1997 Faculty Board that with the agreement of the Registrar, disbandment of the Faculty Office and Faculty Board would take place. The Faculty Office staff would be absorbed into the two Schools, and the Faculty would exist at least until the end of the 1997/98 session. The work of dividing the School records from the University system was completed. There continued to be a Faculty of Education in name, led by a Dean, as it was still necessary for information to be passed to/from the University and disseminated to/from the Schools, eg Academic Promotions. Eventually, in 2006/07 a merger with the Faculty of Law and Social Sciences took place and renamed the Faculty to the Faculty of Social Sciences, Law and Education. It is now (2014) the Faculty of Social Sciences.

Deans 1948/49 1957/58 1963/64 1966/67 1969/70 1972/73 1975/76 1978/79 1981/82

to to to to to to to to to

1956/57 1962/63 1965/66 1968/69 1971/72 1974/75 1977/78 1980/81 1982/83

1983/84 1986/87

to to

1985/86 1988/89

1989/90 1995/96 1998/99 2000/01 2003/04

to to to to to

1994/95 1997/98 2000/01 2002/03 2005/06

Professor Professor Professor Professor Professor Professor Professor Professor Professor 1987) Professor Professor 1993) Professor Professor Professor Professor Professor

Norman Haycocks M M Lewis H C Wiltshire Harry Davies Norman Haycocks E A Lunzer J F Eggleston M D Stephens Maurice Craft (Pro-Vice-Chancellor 1983 to M D Stephens J E Thomas (Pro-Vice-Chancellor 1989 to P G Gammage R J L Murphy D W R Hopkins Stella Parker Carol Hall

Faculty Secretaries Late-1960s 1982 1986 1990/91 1997

to to to to to

1982 1986 1990/91 1996 1997

B F Lowe Dr C H Shinn Alan Hart Alison Rothera Deirdre Evans

Some Initiatives that Affected the Departments in the Faculty Student Representation on Committees Student representation on some Committees in the Departments and Staff/Students Consultative Committees were instigated and continued to be a feature of the Faculty's work. Prizes/Scholarships/Bursaries A list of the prizes etc can be found in the University Calendars. They cover, in Education, undergraduate and postgraduate students and are awarded subject to the terms of the person/company donating the award. For example, in 1988, there was a Julian Blackwell Prize of ÂŁ100 for each Faculty to be awarded to the best first year student. Some prizes had run for a number of years, eg the Mary Ward Prize set up in 1977 was still being given in 1995. Overseas Connections Both Departments encouraged overseas links and welcomed Visiting Scholars. Overseas students have, for many years, been a feature of the work of Education. Student Unrest There was some student unrest in the late 1960s, as at other Universities across the country and abroad, and there were sit-ins etc on the Campus, but it didn't appear to affect Education greatly. Access The University produced a Statement of Access in 1989, its intention being to remove any hindrances to mature student entry. Tribute was paid to the Faculty of Education which had led the way in terms of mature and 'non-standard' access. (Faculty Board November 1989.) In the 1990s Within the University, Schools and Departments had to become more transparent to the Centre about how they spent their money, what they achieved and so on and became cost centres. The Government wanted to make Universities more accountable for their expenditure of public money and this was the start of what is now in place of devolved budgets, targets and other matters to Schools and Departments, but with centralised accountability in the University, who in turn are responsible to the Government. This also meant that within Schools and Departments the money could be devolved down again. Other Government initiatives continued to affect the University with many things having to be set to certain standards and measured. The Vice Chancellor (Professor Colin Campbell) was also very ambitious to move the University from a solid regional University to an excellent national and international research-led University and put the University on a much more business-like footing. A draft Institutional Plan from the Vice-Chancellor was tabled at Faculty Board in 1989 '..... it was a Plan for a strong University which required adaptability from staff; the University to be run as a 'going concern'; the University to be research led with a 14

strategy for research priorities; it was the firm intention to increase student numbers rather than cutting numbers in staff ....' The introduction of School Plans was a move towards making Schools more accountable to the Centre. The budget would be one aspect of the Plan. These Plans would then be discussed by the Heads of the Schools with the Pro-Vice-Chancellor responsible for the School and submitted to the University. Not an entirely new initiative as quinquennial plans had been required and produced in the 1960s and 1970s as can be seen from the Faculty Board minutes. The University, in 1991, set up a Training Unit (later the Professional Development Unit) with the appointment of Richard Blackwell who was to be responsible for academic staff training and development. Soon a trainer with responsibility for Support Staff training (Suzanne Morton) was appointed and more courses relevant to them were put on. The Unit would also allocate money to Schools for relevant events.

DEPARTMENT OF EDUCATION In the University Calendar for 1888/89, under the Department of Language and Literature, there is mention of Elementary Teachers' Classes to prepare Assistant Teachers for the Government Certificate Examinations, and from the 1889/90 Calendar there is mention of the Associateship Certificate for Elementary Teachers which says: 'The title of Associate of University College, Nottingham, will be conferred on those who have satisfactorily attended the classes and passed the Examinations required by the Elementary Teachers' Curriculum. This course requires that a student shall have worked for three years in the College; and shall have taken the second year's Elementary Teachers' Certificate; and shall further either (1) have complied with the requirements of the third session in the Government Science Curriculum, or (2) have obtained three marks of distinction in the Cambridge Extension Examinations in subjects falling entirely within any one of the following groups:a Literature, History, Political Economy b Chemistry, Physics c Biology, Geography d Geology, Physics, Chemistry.' By 1890/91, again under the Department of Language and Literature there are Elementary Teachers' Classes offering Science of Teaching, History, Grammar, Literature and Geography taught by Mr A Henderson and Domestic Economy taught by Miss Copley (see University Calendar A). Also set up was a Day Training College (one of the first to be set up in a University or University College) with the Normal Master: Mr A Henderson and the Normal Mistress: Miss Copley (see University Calendars B and C). By 1900/01 the Day Training College had eight staff which included the teaching of Geometry, Elocution, Freehand Model and Blackboard Drawing. The 1904/05 Calendar mentions Training of Secondary Teachers and states that: 'This course is suitable for students preparing to be teachers in High Schools or other Secondary Schools, or reading for the Cambridge Teachers' Diploma.' Mr A Henderson became Professor Henderson in the early 1900s. The Department of Education was established in 1905 (see University Calendar E, 1947/48 Historical note). He left in 1921/22 and in 1923/24 Professor H A S Wortley became Head of Education with 12 staff and a Lady Warden of Women's Hostel. Our most famous alumnus, D H Lawrence, studied for his Teacher's Certificate at Nottingham University College between 1906 and 1908. It is assumed that in 1928, or shortly afterwards, when the newly built Trent Building at University Park opened, that the Department of Education moved from Shakespeare Street. In the 1950s the Department taught: The Postgraduate Certificate of Education (PGCE) teacher training course which trained students, who already had a degree, for grammar school teaching, and was a one-year full-time course; The Diploma in Educational Studies open only to graduates (to distinguish it from the Institute of Educationâ&#x20AC;&#x2122;s Diploma in Education which was open to non-graduate teachers); 16

Supervised research degree students; and Worked on research in the field of Education. The Department, because it was a University Department of Education, taught the higher degree work. There was no higher degree work undertaken at the Institute at this time, just Certificate and Diploma work. In the 1950s the higher degree work was all done by research, the taught MEd, which was developed from the Department's Diploma was still some years off. It was only when taught master’s degrees were developed across the University that the University changed all research masters degrees to MPhils.

Staffing Professor Norman Haycocks joined the University in 1946 as Head of the Department of Education. There were seven other staff at this time. In the mid-1950s the Department of Education consisted of eight staff, a Professor (Professor Haycocks and always known by the staff as just Professor) and his secretary, Marjorie Davies. He taught on the main lecture course and Classics. The eight Method staff were: Norman Flower (Physics) George Gopsil (Geography) Bob Grove (Modern Languages) Gerald Hinchliffe (English). Harry McNicol (History) Jean Russell-Gebbett (née Bremner) (Biology) Alan Stewart (Psychology and some English Method) Leslie Sumner (Physicist but taught Mathematics Method). Both Stewart and Sumner had been in the Department before the war. Staff meetings were held in Professor Haycocks room. Staff were always called by their surnames, even Stewart and Sumner who had been there much longer than the Professor. The only exception was Jean. There was never an agenda for these meetings. The Professor sat behind his desk, the staff would sit around in a half circle, and the Professor would announce what was to be discussed. There was no restriction on discussion and no minutes/notes taken. In 1969 Professor Eric Lunzer was appointed.

Trent Building, and the Building of and Move to the New Education Building In the 1950s and until 1961, the Department of Education was housed on the top floor of the Trent Building, partly under the clock tower, and rooms were shared (see plan below). One room was the Department of Education’s library. Downstairs was the main University library (which eventually became the Law Library) which housed a very large Education Library also. As well as using the Department’s library, teacher training students could also use the University library. All the teaching work was done in various rooms in the Trent Building, and elsewhere, and the many Departments in Trent Building all had to utilise the same teaching rooms. The scientific apparatus needed for the PGCE had to be taken into the relevant lecture room for each lecture and then taken out again when the lecture was finished. Eventually the Biology Department allocated a room with materials and technical help. 17

It was not until the move to the new purpose-built Education Building that the specific subject areas each had their own, specially equipped teaching rooms. The layout of the Department’s rooms on the top floor of Trent Building were as follows (not to scale): ------------------------------- Balustrade outside the windows ------------------------------ More rooms

McNicol Hincliffe

Grove Flower

Sumner Stewart

Secretary

Professor

Corridor

Gopsill Jean R-G (under clock tower)

Department of Education Library

Quiet room for students

Staircase

With the University expanding at this time and the Department of Education’s student numbers increasing, the Department realised that they were not now properly equipped for many of the functions they had to fulfil, and in the Faculty Board minutes of 8 October 1958 the Dean reported that tenders were to be invited for a new Social Sciences and Education Building and work would begin in May 1959. 'The first stage should be completed (for the Social Sciences Department) by August 1960 and the second stage for Education by December 1960 or Easter 1961.' It was later reported that the new building for Education was not likely to be ready until the Easter 1961. The Faculty Board minutes of the same date also notes the receipt of a University Grants Committee letter regarding the need to increase the number of places for the training of teachers. There would be a need for additional staff to be able to implement this. With the new building the increase could be accepted, rising to 150 PGCE student in 1962. The move into the new building for Education and Social Sciences (Geography, Psychology, Sociology, Social Sciences) took place in 1961. The Social Sciences Departments were housed in the Cut Through Lane, south side of the building, and the Department had the whole wing on the car park, north side.

The north side of the Education Building taken from the Millennium Garden

In the planning stages all staff had the opportunity to give input about the subject rooms they would like and how they should be designed. One room was called the Sight and Sound Room and was under the province of George Gopsill. There were televisions in the rooms and blackboards on which students could practice their blackboard writing. The sciences only had one laboratory (B43), which eventually became the chemistry laboratory. Much later, one of the English method rooms (A20) was taken over and made into the Biology laboratory which had a greenhouse outside in the grassed 'quadrangle'. By the mid-1960s the physical science method course had been split into two groups, chemistry and physics and the Sight and Sound room eventually became the Physics laboratory (B40). Academic staff also had offices of their own rather than having to share and were given secretarial support (usually shared). The Department of Education Office was always the one at the top of the stairs on C Floor (C66) and known as the PGCE Office. (See Floor Plans, H.) Eventually, when the new Social Sciences Building was completed, the other Departments moved out and Education took over the whole building. In 1963 the Institute of Education moved from Redcourt to the Education Building. The Education Library was housed on the A floor of the middle wing of the building. See also Library section in Institute of Education.

The south side of the Education Building taken from Cut Through Lane

The Building was officially opened by R A Butler.

Postgraduate Certificate in Education (PGCE) In 1956 there were 90 students. The young women were usually 21 and the young men about 23, having completed their national service first. Everyone was smartly dressed. At that time, because of the relatively small number of students, second subject work was taught in conjunction with first subject work. For example, when English method was taught, out of about 20 students, half would be doing English main and half English 19

subsidiary (second subject). This meant that those doing English as a second subject had the same grounding as those doing the main subject. There was also a main lecture course. These sessions were led by Professor Haycocks on the Theory and Philosophy of Education. Almost all the staff also taught on the main lecture course including Bob Grove on the History of Education and Alan Stewart on the Psychology of Education. They would also supervise higher degree students in these areas. These lectures were followed up by three tutorials in the week and a Thursday seminar. The tutorial groups were made up of students from all the different subject areas. The tutor for each group would devise, at the beginning of each year, the discussion topic for each meeting. The Thursday seminars, again multi-discipline, discussed areas, issues and readings from the Professorâ&#x20AC;&#x2122;s lecture. The tutorial groups were the groups that staff supervised on teaching practice, so, for example, the English method tutor would not just be supervising English students but a mix of subject areas on the Arts side (eg History and Classics). Eventually, by the early 1960s, the tutorial groups had become single method, so a tutor just supervised students on teaching practice in their own subject area. These were the days when the theory of education was considered to be as important as the practice and so, as well as the main method, second method, main lectures, tutorial and seminar groups, students also took two special courses. These courses were again multi-discipline. At the end of these courses students had to write a dissertation of 10,000 words. There was an examination at Christmas, before students went off for their teaching practice in the Spring term, and a further examination at the end of the course as well. Some staff from the Department would also teach/run courses for the Institute, usually on Saturday mornings. Student numbers continued to increase in the 1960s and new staff were appointed. There is mention in the Faculty Board minutes of 30 April 1968 about a paper from the Universities Council for the Education of Teachers (UCET) regarding the rapid rise in the number of students for University Departments of Education (UDEs) and Colleges of Education, because of the increase in the birth rate in 1946 and 1947!! The lecturers at this time also continued to contribute to all teaching areas of the PGCE and, as was the custom, ran a personal/tutorial group too. At the time of the move to the new building in 1961 a Senior Technician, Alf Bayliss, was appointed. He had come from an engineering background and was not a trained science technician. He had been a tool maker and the workshop in the new building had been set up by him. The workshop was sited on the A floor, under the one laboratory at that time, B43. In 1963 a trainee laboratory technician, John Wightman, was appointed to work under Alf Bayliss. The work for the trainee was diverse, and included preparing the laboratory which was used by the three sciences: Chemistry, Physics and Biology, and looking after the very well equipped workshop which had three lathes, two for metalwork and one for woodwork, circular saws, power saws and so on. When the workshop eventually closed many years later (1990s?), the equipment was sold off, although the School did keep some pieces to use. He was also trained to use the workshop equipment, on photography work, and went to day release and night school to study for the Laboratory Technicians Certificate, which was chemistry based. This was followed up by an Electrical Engineering Technicians 20

Certificate. Most of the laboratory work was in the physics area because the lecturer in physics at the time was very innovative and always looking to try new ideas. As there was no Resources Centre as such at this time, the PGCE science and mathematics students were timetabled to have at least one session in the workshop each week. The physicists, for example, would make things like light boxes and bits of apparatus. The Department was training them to have the skills so if they had to teach in an under-resourced school they could make, in the school workshop, apparatus that they could use in their teaching. Whatever they made in the Department they kept and took with them when they finished their course. The chemists would make what we would call a small scale chemistry set, which had some woodwork involved, some glassblowing etc. The mathematicians would make models with card and straws and other items. The geographers used the workshop as well and made, for example, relief models of contours which involved quite a lot of cutting-out of plywood shapes to make contour lines that they stacked up, or made into cross-sections that they put into a box with slots in and then covered in paper-mâché and so on. As a support to science students, technicians would be available on Saturday mornings during teaching practice for those who wanted to try things out or borrow equipment. Friday afternoons were timetabled for more ‘leisure’ activities so students could opt to do for example, sporting certificates, first aid, pottery or photography etc. Pottery took place in the workshop in the pottery corner. Photography took place in the dark room (next to B40) where the technician taught them the basics of black and white processing. In the 1960s all the lectures which used audio visual were slide based so slides had to be created from charts and diagrams etc. The material would be photographed, the slides made and the technician would then need to be in the technician's room above the lecture theatre putting the slides through when needed. The system then consisted of a pile of slides which had to be put through one at a time. In the room it was dark and when a slide needed to be changed the lecturer would press a buzzer. As mentioned earlier, those doing a PGCE in the 1960s were probably destined for grammar schools because secondary modern schools were served principally by the Colleges of Education, but big changes took place from 1965 (Government Circular 10/65) which involved a move away from a school system that was divided between grammar/technical schools and secondary modern schools to comprehensive schools. This Circular requested Local Education Authorities (LEAs) in England and Wales to begin converting their secondary schools to the non-selective comprehensive system. However, Government Circular 10/70 replaced previous ones and allowed each authority to decide its own policy. Certainly by the late 1960s/early 1970s the PGCE was now examined by continuous assessment and it was reported at Faculty Board in May 1969 about the changes in the method of assessment for the PGCE (involving the removal of the formal three-hour paper). Students would be examined on their teaching and they would have to hand in essays to their method tutor, possibly up to five essays in a year. Also each student would do two Special Courses and for each Special Course would have to produce an assignment. Students also had to produce essays as part of their Personal Group. The PGCE Course was not as long at this time and the structure was: Autumn Term: The students’ had a week in the Department and then went on a Primary Practice for three weeks, but during the 1980s this part of the course was phased out. After Primary Practice the students had a theoretical term, mainly working in method

groups and tutorial/discussion groups with a number of lectures for all students. It also included work in schools. Spring Term: The whole of the term was spent on teaching practice. If a student failed this, then extra teaching practice would be arranged. Summer Term: Mainly theory back in the Department.

Diploma in Educational Studies and MEd As mentioned previously, the MEd started out as a research degree and was aimed at practising teachers who wanted a higher degree. The Diploma in Educational Studies was the preliminary qualification for it. It was reported in Faculty Board minutes on 5 February 1965 about part-time students enrolling for the MEd, that is was necessary for them to do the Diploma in Educational Studies before starting MEd research and that the Department of Education and Science (DES) had now decided that teachers who wished to pursue research for a higher degree in Education may be granted secondment for one-year to follow a full-time course of study. The Board agreed that there should be some alteration in the regulations to provide for such candidates. There were also proposals to the regulations for the MEd, reported at the Faculty Board meeting in November 1965, that candidates taking a Masters degree by thesis need not have a viva voce examination except where considered necessary. This was agreed by Senate. The taught Masters Degree was developed from the Departments Diploma in Educational Studies and at Faculty Board on 24 May 1968 it was noted that: 'The MEd was being looked at at this time for a one-year full-time course leading to the degree of Master of Education by course work and examination. The introduction of the course would be dependent on the introduction of the 'common' Diploma and staffing which would be needed on the merger of the Institute and Department in the formation of a School of Education. Firm proposals regarding the MEd to be brought forward at a later date.' The Departmentâ&#x20AC;&#x2122;s Diploma in Educational Studies was seen to be equivalent to Part I of a two-year MEd programme, whilst the Instituteâ&#x20AC;&#x2122;s Diploma in Education (entry requirement was a three-year Teaching Certificate) could give non-graduate teachers access to the MEd, provided it was achieved at a sufficiently high level on the star system. One star was equivalent to graduate status, two stars was equivalent to a good honours degree. The starring system was used for many years even after the in-service BEd was introduced. Bob Grove was the senior academic in the Department and was involved in the development of the MEd and became the first MEd Course Director/Coordinating Tutor. A proposal to Faculty Board in November 1969 to establish full-time and part-time courses leading to the degree of Master of Education by examination were put forward and the draft regulations stated that to qualify for graduation a candidate must (a) pursue approved courses of study for the period specified; (b) pass or be exempt from Part I of the examinations; (c) pass Part II of the examination. The MEd started out as a three year part-time course but a student could get an exemption if they had a good first degree and do it in two years. Later, when the MEd became a unified course without the requirement to do the Diploma as a preliminary qualification, it could be completed in two years part-time or one year full-time. Four courses, each assessed by an assignment, had to be completed, and then a dissertation. 22

INSTITUTE OF EDUCATION As a result of the McNair Report on The Training of Teachers and Youth Leaders (1944), one conclusion was to bring the Training Colleges more closely under the 'umbrella' of the universities so that the Colleges could be supported academically to maintain high standards and so that the quality of teachers entering schools could be improved. In full consultation with the Local Education Authorities, the Training Colleges and the teachers' associations, the then University College of Nottingham established in 1947, an Area Training Organisation under the sponsorship of the University College, in which all partners took a full share. The Institute of Education was established to perform, among other functions, the work previously done by the Delegacy for the Examination of Teachers in Training. M M Lewis had been a Lecturer in Education from the 1924/25 session and was appointed the Director of the Institute when it was formed in 1947. He became Professor Lewis in 1956/57. The Tutor in Charge of Tests and Research was J C Daniels, the Librarian was Claudia Land and the Executive Assistant was Donald Harrison (see University Calendar E). By 1950/51 Hunter Diack is listed as a tutor alongside John Daniels. Their location was noted in the 1947/48 University Calendar as Redcourt, Derby Road, Nottingham and Professor Lewis lived, certainly in the 1950s, in the flat above the offices at Redcourt, which meant that the Head of Department was always on the premises!! The building is now part of Lenton and Wortley Hall.

Redcourt

The Institute provided post-experience in-service (short course) training for practising teachers in the region, offered Diplomas, worked on research in the field of Education and liaised with schools in the area. The Institute was never listed under a Faculty in the University Calendars, but came under the 'umbrella' of Education and its Faculty Board for the reporting of events and course pass lists etc to the wider University. In 1957/58 Professor Lewis is Dean of the Faculty of Education. Mr Harry Davies was appointed as Head of the Institute on the retirement of Professor Lewis in 1963, and in 1965 was promoted to a Chair. During Professor Daviesâ&#x20AC;&#x2122;s time at the University a great deal of expansion took place within the Institute, and the University as a whole, with the building of many more Halls of Residence. He chaired 23

the committee to consider the desirability of retaining single sex halls, since single sex schools were in decline. He also ran a successful course for Heads and Deputies which led to a Certificate, as it was based on assignments. (A Diploma required a dissertation at the end of the course.)

Move to the New Education Building In September 1963, the Institute staff moved from Redcourt to the new Education Building, although some of the staff were housed in the Old Engineering Block, which was opposite the Education Building across the road on Cut Through Lane. It is now demolished. Colleagues also worked on projects in Cherry Tree Buildings, no demolished, when space became available. In the new building they took over the rooms C50 to C63 on the C Floor (where the Colleges/Validation Office and Duplicating rooms were eventually housed) and used C50 as a teaching room.

Staffing In 1954, when Joyce West joined the Institute as a junior clerk to work on the switchboard, deal with the post and other general duties, the tutors were, John Daniels, Hunter Diack, Louisa Holland and Librarian Claudia Land. Don May (A D May) was Secretary to the Institute, Donald Harrison an administrative assistant who looked after the Colleges side of the work and Margaret Hickling was the Director’s secretary. (Before the University obtained its Charter and appointed a Vice Chancellor in 1948, Margaret was secretary to the Principal of University College, Professor Wortley. After the new VC was appointed she was moved to the Institute to become the Director’s secretary.) Mary Longden was Don May’s secretary and Anne Buxton the general secretary. There was also a full-time computer operator (Ann Woolley), in the days before computers as we know them today, (really a statistician with a large calculating machine) and a secretary Dorothy Tildsley (who later married John Daniels). Ann and Dorothy both worked on the research side with John Daniels and Hunter Diack. The Institute had its own Porter, who lived in the cottage on the Derby Road, and who also acted as the groundsman. The cleaning lady, Mrs Lunt, was also the tea lady. There was a small staff room and a small room off the kitchen (the old butler’s pantry) which housed a Gestetner duplicating machine. Mrs Lewis’s (Professor Lewis’s wife) pickled eggs were kept there too! Exhibitions were mounted at Redcourt, particularly from the National Book Exhibitions. The Institute had a room called the Sight and Sound Room which could be used for teaching, to show films, as it had audio systems too, and where exhibitions were displayed. There was a Children’s Academy and paintings would be submitted from all over the country for display. This meant visits from school parties to Redcourt, which helped introduce children to the University. Secretaries/clerks then had to work Saturday mornings as well and in payment for this Saturday work, they were given a ½ day off during the week. Courses for teachers were run on Saturdays because this was usually the only day when teachers could attend, apart from the evening courses. When attending an evening session the teachers would ring in with their orders for tea and Mrs Lunt would make the sandwiches, cover them up and leave them in the fridge with their names on. These would then be collected by the teachers as they arrived. In 1959 Donald Harrison left the Institute to take up the post of Registrar at Sutton Bonington and was replaced by Eric Bamford. Dr John Daines joined the teaching staff in 1959/60 as Louisa Holland left. In 1962 Brian Neilson was appointed to the Institute of Education as a tutor. He went on to become Head of the Education Department at York House and then the Clifton site of the now Nottingham Trent University. 24

In 1964, Joyce West, who had moved from general duties to working with Donald Harrison on the Colleges side, now took up the post as secretary to Harry Davies, the Director, which included the organisation/administration and servicing the in-service courses and committees. Brian Bettany looked after the award bearing courses and a number of secretarial staff were appointed at this time. Eric Bamford left to take up a post at Swindon and Bernard Lowe was appointed to the Institute from County Hall, to take over the Colleges administration from Eric Bamford. (Eric and Bernard had been colleagues at County Hall.) Ken Barnes joined the team in 1965. Under the Directorship of Professor Davies in the 1960s, the Institute expanded and the range of courses offered was widened. Staffing increased and appointments brought in different expertise for these new courses. Also around this time the secretarial staffing was increased which included Audrey Eaton who was appointed as secretary to the Inservice Unit (with responsibility for the applications, fees etc for the in-service courses). In 1966, Don May was still the Secretary when Pam Brown joined the Institute to work for him. There were, at this time, four secretaries in the Institute Office.

Teacher Training Colleges/Colleges of Education The Institute validated all the three-year Certificate in Education teacher training programmes for the Teacher Training Colleges in the East Midlands. These students were trained for primary and secondary school teaching. If a new member of staff was to be appointed at one of the Colleges, there would always have to be a representative from the University on the appointments panel. Proposals in the Robbins Report into Higher Education in 1963 recommended a massive expansion of higher education to cater for all who had the necessary ability. The summary of the Robbins proposals, as listed in page 1 of the paper prepared by Professor Davies and attached to minute 223 of the Faculty Board minutes of 10 February 1964 state that: '(i) The Training Colleges shall be renamed Colleges of Education; (ii) That Local Education Authority Colleges be given autonomy, with independent governing bodies; (iii) That all Colleges of Education (both Voluntary and LEA) be federated with the University Department of Education in an enlarged Institute of Education which should be called a University School of Education; (iv) That Colleges of Education be financed by the University Grants Committee (UGC) by means of earmarked grants paid through the University to the School of Education (the financial position of the voluntary colleges is not fully worked out); (v) That students in Colleges of Education should be eligible, after a specially devised four years' course, for the degree of Bachelor of Education, awarded by the University through the School of Education (it is recognised that not all colleges will have suitable staff and equipment).' The Institute therefore, through its Area Training Organisation (Colleges) side of its work validated the programmes for: Lincoln Diocesan College/Bishop Grosseteste College of Education (Lincoln); Loughborough College of Education (Loughborough); Derby Diocesan College/Bishop Lonsdale College of Education (Derby); Eaton Hall College of Education (Retford); Kesteven College of Education (Stoke Rochford); Matlock College of 25

Education (Matlock). Nottingham College at Clifton became part of this group in 1961 and the Mary Ward College at Keyworth in 1968. All have now become new Universities, merged with other Universities or closed down. For the validation work, and to ensure that the teacher training met the University standards, the Institute would liaise with the Department of Education and all other Departments in the University which taught subjects found in the general curriculum at that time. Subject committees had been set up which included staff from the Teacher Training Colleges/College of Education and staff from the Department of Education, who acted in an advisory capacity for the University. The University was responsible for the appointment of external examiners for all subjects (part of the Teachers Certificate required this element). This gave the staff at the Institute an opportunity to get to know some of the staff in the Department of Education. For example, Dr Percy Hitchman, from the Department of Education, examined a voluntary element in the Teaching Certificate called the Voluntary Test in Spoken English. At the 28 May 1965 Faculty Board, a proposal for a BEd degree for students in Colleges of Education was tabled and a paper showing the Regulations were approved and passed to Senate. The proposed Regulations stated that the duration of the course would extend over four academic years and include supervised teaching practice in addition to the academic studies. It was stated that the Degree would be an ordinary degree of Bachelor of Education and would be awarded in two Divisions. Students who failed to satisfy the examiners for the Degree may still be considered for the award of Certificate. The Colleges mentioned in this paper were Derby, Eaton Hall, Loughborough, Matlock and Nottingham. At the 7 October 1965 Faculty Board, Professor Davies reported on the progress made concerning the development of the BEd at the Colleges of Education. These proposals required a great deal of careful negotiation as the interests of both the Colleges, and the University Subject Departments represented through the Board of Undergraduate Studies, had to be balanced. The University Subject Departments quite rightly wanted to ensure that appropriate standards were being maintained, while the Colleges wanted the courses being pursued for the BEd to be relevant for students who would be teaching the subjects in schools. Having established the BEd, it had to be ensured that appropriate standards were being maintained in the work of the Colleges. Examiners were appointed who acted like External Examiners, but because the Colleges were part of The University of Nottingham they were known as Internal Coordinating Examiners. They were also appointed from the subject departments of the University. At 30 June 1967 Faculty Board the Dean welcomed two people from their Colleges for the Part 1 results of the BEd. They expressed their thanks to all members of the University who had been helpful through the first stage of the new degree course. In May 1970 proposals were forwarded to Senate via the Faculty Board to allow serving teachers with a Certificate in Education but without a degree, to do an in-service course leading to the Degree of Bachelor of Education to take effect from 1 September 1971. Colleges of Education associated with Nottingham University were to be allowed to admit to the fourth year BEd courses, students who had the necessary minimum entry qualifications (ie a Certificate in Education with at least a B and C grade in Education and a main subject) and who had successfully completed 'qualifying' arrangements. It was acknowledged that some teachers would need a refresher course, and that students would have to obtain secondment, or finance themselves privately.

Post-experience In-service (Short Course) Training In the early days of the Institute the in-service courses were held at Redcourt in either a room called Room 10, which held about 30 people, the Sight and Sound Room which would seat about 50, or the oak-panelled Conference Room which would seat about 100, and were taught by Professor Lewis, whose speciality was teaching deaf children, and John Daniels and Hunter Diack. Daniels and Diack were researching into reading and would teach on methods of teaching children to read. They wrote the Royal Road Readers, which were used widely in primary schools. Lecturers from the Departments of Education and Adult Education/Extra Mural Studies also contributed to these in-service courses. The Institute (and latterly the School) was in involved regional work. Staff would conduct Diploma courses, over a two-year period, in places including Horncastle, Lincoln, Boston and Northampton. This involved a huge amount of correspondence in dealing with applications, setting up interviews, sending materials and receiving essays and assignments. This was in addition to the courses held on site at Nottingham.

Diplomas In the Faculty Board minutes of 5 May 1964 the Institute put forward a proposal for a one-year full-time Diploma in Education which was probably in response to the Robbins Report (1963) as Professor Davies' paper relating to this Report, already mentioned above, states that: 'There will be an increase in demand for Diploma courses (page 3 of this paper), as existing teachers see them as their only chance of obtaining higher qualifications.' It was also felt likely that Diploma courses concerned with more specialised educational topics would be asked for, and that '... one-year full-time Diploma courses will be needed to supplement the present three-year, part-time courses.' Diplomas in specialised subjects were set up over the coming years. These were open to non-graduate teachers who constituted, at that time, the bulk of the teaching profession. (The Department of Educationâ&#x20AC;&#x2122;s Diploma in Educational Studies was only open to graduate teachers.)

Overseas Teachers In 1960 while the Institute was still housed at Redcourt two academic staff were appointed as tutors to overseas teachers. They were specifically appointed to look after groups of British Council scholars that came to the Institute each year. These students came on scholarships from a number of different countries to take courses leading to a Certificate. In the mid-1960s the Institute, with additional staff specially apoinyed to lead this course, had two/three cohorts of students following a 15 month course of professional training leading to the award of the Certificate for Overseas Qualified Teachers. This was run in response to a Government initiative to offer training to graduate teachers from India and Pakistan who had emigrated to the UK and who wished teach here. The programme ran for about four/five years.

Library The Institute Library had a full-time librarian, Claudia Land, who set up the Library in 1947/48. The librarian received secretarial help from members of the Institute office staff.

Because in the 1950s very few people had cars, the Institute library offered a postal service so that teachers in outlying areas, who had few opportunities to get to Nottingham to borrow library books, were able to do so using this service. It was reported at Faculty Board on 24 May 1968 that Senate had agreed that the Institute Library should become the Education Library which would be a section of the University Library (see also section The Formation and Later Structure of the School of Education). Therefore the Institute Library Committee had to be dissolved and a new Library Committee representing the whole Faculty and other users was to be brought into existence. By 23 May 1969 it was reported that the Education Library now came under the aegis of the main University Library and was available for use by all Education students and teachers in the area.

DEPARTMENT OF ADULT EDUCATION/EXTRA MURAL STUDIES/CONTINUING EDUCATION Adult Education in Nottingham 1800 - 1920 The Adult Education movement in Nottingham traces its roots back to the late 18th century with the establishment of Quaker and Methodist Adult Schools for reading, writing and Bible Study. Less overtly religious and more overtly political schools followed with the growth of working class societies and lending libraries from the early 19th century. The Nottingham Mechanics' Institute was founded in 1837, offering reading rooms, lectures and excursions. In the 1870s the Universities of Oxford and Cambridge determined to establish more advanced forms of adult education in provincial cities and invited interest groups to comment. In 1873 the Nottingham Mechanics' Institute submitted that there was a great need 'to appoint lecturers of approved eminence and skill to conduct evening classes for working men in our large towns and also ..... to give lectures to the more educated in the same localities'. These lecturers should be able to answer questions and lead discussions, bearing in mind 'the native intelligence of the artisans of this locality ....' The University of Cambridge agreed and established a programme of extension lectures for the people of Nottingham. Their audiences were huge: several hundred men and women attending sequences of lectures with a smaller number attending associated seminar classes and writing essays. It was the success of this enterprise that inspired an anonymous benefactor to offer an endowment to the City for a dedicated building. In 1877 the foundation stone was laid of the first University College building on Shakespeare Street - now part of Nottingham Trent University. In 1903 the Workers' Educational Association (WEA) was established by Albert Mansbridge. The WEA saw the Extension Movement as largely serving the middle-class and sought an alternative adult education that would meet the needs of workers. Out of this came the new gold standard in University Adult Education: the tutorial class. Class sizes were limited to 30; students had to commit to attending one class per week over three academic years, to engage in private reading and to write 12 essays per year. The Nottingham WEA had branches in Nottingham and local market towns by 1911. The WEA recruited the students while the University College provided the teachers, in a relationship managed by the 'Joint Committee'. (Reproduced by kind permission of Dr Sarah Speight. [Based on A H Thornton and M D Stephens, ed, The University in its Region: the Extra Mural Contribution (Nottingham Studies in the Theory and Practice of the Education of Adults, 1977); Roger Fieldhouse, A History of Modern British Adult Education, NIACE 1996].) In 1919, the Ministry of Reconstruction recommended each University should set up 'a department of extra mural adult education with an academic head'. University College Nottingham was the first to take up this proposal. It offered its first extra mural tutorial classes in 1910. In 1912 E A Smithy, a member of the 'Normal' (Education) department, became Lecturer in Economics and organiser of tutorial classes - the first full-time extra mural organiser at an English university. Robert Peers was appointed Head of the Adult Education Department in 1920 (see University Calendar D) and became a Professor in 1922 - the world's first university chair in adult education. The number of Extra Mural classes grew rapidly. Throughout Nottinghamshire, Leicestershire, Rutland, in most of Derbyshire and much of Lincolnshire, he developed classes.

(The two paragraphs above by kind permission of Dr Sarah Speight. [Based on Geoffrey F Brown, Robert Peers and the Department of Adult Education (Department of Adult Education, University of Nottingham, 1981)]) The Extra Mural classes became the direct ancestor of the Undergraduate Office in the School today. A Delegacy for Extra Mural Studies was set up in the late 1920s to work with the Department of Adult Education to provide Extra Mural courses in the East Midlands. The Delegacy worked with other organisations, for example the Workers' Educational Association (WEA), to provide these courses (see University Calendar F). This is also referred to/became the Joint Committee and much later as the Centre Committee (which included representatives from the WEA).

14-22 Shakespeare Street and Other Buildings/Locations

14-22 Shakespeare Street

Mid-19th century in English Palladian manor style - red brick and stone, painted entablature, three-storey unorthodox Corinthian portico of two columns in antis. Grade II listed. The University's Adult Education Centre on Shakespeare Street, first appears in the Nottingham Directories for 1855. Numbers 14-20 were then known as Angelo Terrace and comprised five houses occupied by various architects, surgeons and builders. By the 1880s No. 14 was a Dispensary, No. 16 was a Music School, No. 20a was a Children's Library and No. 22 the Holy Trinity Parochial Church Rooms. By the first world war Nos. 16 and 18 had become the Shakespeare Street Temperance Hotel. By the 1920s this was flanked by a Coal Survey Laboratory, a Secretarial School, and the East Midland Educational Union. In 1922 the University College, further down the road at No. 52, acquired Nos. 14, 16, 18 and 20. No. 22 would be added in 1936. Initially, the department of Adult Education was moved into No. 14, the former dispensary. It had to wait until the 1940s and the relocation of the other tenants, before it could expand. The fashioning of the premises into a properly-equipped teaching centre began in 1948. Nos. 14 and 16 were extended to the rear and No. 22 became a lecture hall and canteen. In October 1949 this section was officially opened by Sir Richard Livingstone, President of Corpus Christi, Cambridge, pioneer of lifelong education and residential colleges. A further opening ceremony was conducted by the Archbishop of York in May 1952 after further works which had seen the addition of a common room and a flat for a resident caretaker. By 1952 the Centre was able to administer and manage a regional programme of tutorial classes and to deliver the majority of the Nottingham classes on its own premises. In 1968 the University purchased the Forester's Building on Peachey Street - that section of the building which would become known as the Peachey Street Annexe and would house the Nottingham Headquarters of the WEA and later the Fine Art facilities.

(Above reproduced by kind permission of Dr Sarah Speight. [Based on unpublished notes by Mr Brian Graham, first full-time Warden of the Centre (appointed in 1969) and Mrs Margaret Goodchild.]) 14-22 Shakespeare Street has recently been sold by the University. During the 1950s the Department was based exclusively at Shakespeare Street. In the 1960s staff engaged in award-bearing course(s) were located in the new Education Building at University Park. By the late 1970s Adult Education staff were housed at Shakespeare Street, Cherry Tree Buildings at University Park and the Division V staff (in 1980s Division III) in the Education Building at University Park. Over the years the buildings at Shakespeare Street were gradually updated and adapted to allow access for the less able and to bring rooms into more modern use. The last major changes, in 2001/02, provided a lift, a bridge between the main building and the Peachy Street Annexe and better stair access between floors and buildings.

Staffing Professor Peers retired in 1953. H C Wiltshire had been Deputy Director for some years and eventually took over the Directorship in the 1954/55 session. He was promoted to a Chair in 1965. The Department continued to grow as can be seen by the increase in staffing from the University Calendars. Professor Wiltshire retired in 1974 and Professor Michael Stephens was appointed as the Robert Peers Professor of Adult Education. J E (Teddy) Thomas joined the staff in 1978 and was promoted to a Chair in 1983. When Professor Stephens retired in 1990 Professor Thomas took over the Robert Peers Chair. Professor Thomas retired in 1996 and his Chair was taken over by Professor Stella Parker. W J (John) Morgan, who was initially appointed as Resident Tutor for Derbyshire in 1979, was promoted to a Chair in 1996. Professor M Leicester was appointed in 1999. Professor Parker retired in 2002/03 and Peter Preston became Acting Head of School until 2004. In the 1989 Premature Retirement Compensation Scheme (PRCS) two staff from Adult Education left. There were other early retirement schemes in the early 1980s and mid1990s which may have affected the Department. Also, prior to the merger with the School of Education in 2004, there was a reorganisation/redeployment of staff and a number of both academic and administrative staff took early retirement/redundancy deals.

Joining with and Separating from the School of Education In 1970 the newly formed School of Education was made up of four Divisions covering the work of the former Department of Education and Institute of Education. In 1971 31

Professor Wiltshire wrote to Faculty Board, regarding the award-bearing courses and research areas of Adult Education, to join the School of Education and become Division V (see Formation of the School of Education section). It became Division III in 1983. However, in 1987 Professor Stephens withdrew Adult Education as Division III and the School of Education became two Divisions. (See The Formation and Later Structure of the School of Education section.)

Changes of Name Adult Education has had a number of name changes over the years. In 1923/24 in the University Calendar for that year it is listed as Extra Mural Adult Education, but in the 1924/25 Calendar it has dropped Extra Mural. For some reason, after Professor Peers retired in 1953 the name was changed to the Department of Extra Mural Studies and remained as this until it was changed back to the Department of Adult Education in 1962/63. Professor Wiltshire, in his paper titled 'Developments Envisaged During the Quinquennium 1962/67' which was tabled at the Faculty Board of November 1960, urged that 'when the ordinances are reviewed and an opportunity occurs, that the name should be returned to Adult Education'. The name changed again from the 1996/97 session to the Department of Continuing Education, following discussion at the February 1996 Faculty Board and approved by Senate in the May. There was one further change from the 1998/99 session when the Department became the School of Continuing Education.

Extra Mural Courses The Nottingham Adult Education Department had an extensive Extra Mural territory that stretched into Lincolnshire, southern and mid-Derbyshire and north-west Leicestershire. The team that moved into Shakespeare Street during the 1920s worked with tutors and partner organisations throughout the East Midlands region. In 1923 Nottingham launched the East Midland University Summer School programme in collaboration with University College Leicester and Loughborough College. Together they provided an annual two-week programme in August for up to 150 students. The courses were designed to broaden the educational experience of the tutorial class student by allowing them to follow an intensive course of study. The tutors were predominantly members of the University staff. The calibre of and guest lecturers reinforced the academic integrity of the programmes. Students applying for these Summer Schools were selected on the basis of their prior education and were expected to have completed a three-year tutorial class. They had to provide an academic referee. Bursaries were available to assist those tutorial class students who could not afford the cost of residence. The Summer Schools were put on hold during the early years of the Second World War but resumed in 1943 and continued until 1951. From that year, the Department was able to run its own residential programme independent of Leicester and Loughborough at Lenton Hurst on University Park. (The two paragraphs above by kind permission of Dr Sarah Speight.) Moving on into the 1960s and 1970s, Extra Mural courses continued to be taught at Shakespeare Street, running short non-award bearing courses for anyone who wished to attend. The quinquennium paper 1962/67 tabled at Faculty Board in November 1960 talks about, amongst other topics, other Adult Education Centres in the region stating that 'those already founded (Boston, Loughborough, Derby) have proved their worth and similar Centres could make an enormous difference'. The Regional Centres were managed by Resident Tutors/Wardens. 32

Known as liberal adult education, the provision was in a tradition largely unchanged since the 1930s and in the mid-1970s the area covered by the Department teaching classes at Shakespeare Street and in the outlying region, was a very large one. It included Nottinghamshire, almost all of Lincolnshire, except the very northern part, then south to the Cambridgeshire border, a lot of Leicestershire and a lot of Derbyshire. This large area was part of an arrangement by which the whole country was divided up geographically by different Extra Mural, or Adult Education, Departments so the parts of Lincolnshire to the north were organised by either Hull or Sheffield, and south of our area by Leicester and Cambridge. Not every University had an Extra Mural Department but those that did divided the country between them and were known as Responsible Bodies. The academic staff of the Extra Mural Department at Nottingham were divided into two types. There were Staff Tutors who were based in Nottingham and who had responsibility to teach and develop their subjects across the region. Then there were the Resident Tutors who lived out in the region and whose responsibility was to teach and organise the programmes in their own geographic areas. In some cases these tutors also had responsibility for their own subject area as well. Programmes of short courses, generally 10 or 20 weeks of university level and standard were taken by students purely out of interest (no assessment or examinations) although reading about the subject was encouraged and written work produced, if desired. Relevant books to support the courses were provided by the Department of Adult Education's Library through a system of book boxes. Equipment to aid teaching was very basic and in some cases non-existent, so Tutors often had to use their own equipment until money could be provided to purchase what was needed. Most of the students were older rather than younger. At this time there were three Resident Tutors in Nottinghamshire: Brian Graham in Nottingham and Warden of the University Adult Education Centre in Shakespeare Street; Geoff Brown in north-east Nottinghamshire; and Brian Thompson in midNottinghamshire. There were five Resident Tutors in Lincolnshire: Peter Preston in Lincoln and Warden of Beaumont Fee Adult Education Centre; Philip Olleson in the Sleaford Division (formerly known as Kesteven); Alan Champion in the Boston Division (formerly known at Holland) and Warden of Pilgrim College; and David Robinson and A E Smith in the Louth Division (formerly Lindsey). David Robinson succeeded Ted Smith on his retirement. Prior to this he had been the WEA Tutor Organiser in Louth. In addition there was David Bodger in north Leicestershire who was also Warden of Quest House at Loughborough; and Christopher Charlton at Matlock and Warden of Tawney House. Resident tutors had a great deal of autonomy, running their own areas and organising courses to suit the local area. Ted Hogarth was the Resident Tutor for Derby and Warden of St Helenâ&#x20AC;&#x2122;s House. He retired in 1979 and was replaced by John Morgan. These Regional Centres were gradually closed from the early 2000s as the School of Continuing Education's strategy needed to bring its provision into the University itself, although well before this most of the Wardens had relocated to either Shakespeare Street or University Park and had been replaced by Centre Managers. Mainstreaming (see section below) may well have played a hand in this too. Matlock, Boston, Lincoln and Loughborough closed in 2001, Derby around 2003 and Shakespeare Street in 2011. It was expected that Resident Tutors would teach 90 classes a year, which equated to about 4 x 20-meeting courses. Staff Tutors were expected to teach 120 classes a year. There was an unwritten, but general assumption, that Staff Tutors had a responsibility for promoting their subject throughout the region through their own teaching, and this often took them far from Nottingham. There was very much a pioneering spirit to go and take the University out into the furthest reaches of the community. The down side of this was the huge amount of driving that had to be done by the Staff Tutors, but was 33

all part of the ethos of bringing the University to the masses in the area. The phrase in common use at this time was ‘the University presence’ in the community. Part of the work the Resident Tutors did, by living and working in their local areas, was to be involved in the life of their areas. This was particularly the case with men such as Alan Champion and David Robinson, who were pillars of their local community. There were guidelines and criteria, regulated by the Department for Education and Science (DES), about what were appropriate subjects for the Department to provide. All had to have academic credibility. It was generally understood that if the University taught a subject then the Department could provide courses in it. The oversight of the courses taught was not in the hands of the University authorities but in the hands of the Inspectorate of Schools (HMIs), probably because this work was funded directly by the DES rather than the University Grants Committee (now the Higher Education Funding Council for England (HEFCE)). There was a division of HMIs who looked after further and continuing education and it was they who laid down what could and couldn’t be taught. There were nonsenses, for example, a course on literature in a foreign language could be put on, but tutors couldn’t teach that foreign language; there could be a course on Art History but practical art couldn’t be taught; there could be a course on the appreciation of music but courses involving practical music-making were not permitted. These regulations eventually disappeared. There was no difference in status between Staff Tutors and Resident Tutors. Virtually all the programmes were organised jointly with the WEA. Philip Olleson’s closest colleague on a day-to-day basis was his WEA opposite number and this was true of other tutors too. In effect, each area would have a University person and a WEA person. Usually the WEA person would be a Tutor Organiser but in some cases the WEA person would be a Development Officer (their job would be much the same except they didn’t do any teaching). Between the tutor and WEA person they organised the programme. These programmes were mostly ‘Joint Committee’ courses which meant the academic content was provided by the University and the on-the-ground organisation was through the WEA. The WEA organised the local branches and the University paid the tutors. In Lincolnshire, for example, the WEA was organised into a large number of village or small town branches and part of the tutor's role would be to attend all the WEA committee meetings in these villages and towns. In Nottingham there was one big WEA branch for Shakespeare Street. The tutors would work closely with their WEA contact and possibly share an office and secretarial support (the Sleaford office, for example, was in the Sleaford Local Government Offices). The organising of the programmes included everything from finding and interviewing tutors, doing tutor visits and preparing the publicity. Publicity was produced using typed material and Letraset (a now obsolete system using transfers). University Resident Tutors and WEA Tutor-Organisers had to recruit people to teach for them, and in the rural areas this could take a lot of ingenuity. The situation in Lincolnshire was helped when Kesteven College of Education at Stoke Rochford closed and a lot of staff who had been made redundant or taken early retirement deals were willing to take courses. Part of the programme could be provided by the Staff Tutors from Nottingham. Tutors would also help out their colleagues in other areas, including teaching at Shakespeare Street. The method of running courses was very 'labour intensive' and around the early 1980s the decision was taken that it was wasteful on academic resources to have staff based outside Nottingham, so some colleagues were moved into Nottingham and were based in Cherry Tree Buildings on University Park. This meant that there were no Resident Tutor(s) in some areas and it is likely that the WEA took over sole responsibility for the courses in those areas. The Resident Tutors who were moved back to Nottingham now became Staff Tutors and looked after their subject areas rather than looking after a

whole programme. They taught at Shakespeare Street and also out in the local communities. The Extra Mural courses continued to be very popular. Within Adult Education in the mid-1970s as before, Resident Tutors (and Staff Tutors based in Shakespeare Street) were not expected to have higher degrees or expected to research. They were appointed for their skill in making University subjects accessible to lay audiences and for their good contacts and organisational skills. The main administration office for the Extra Mural courses was at Shakespeare Street. A reception area was on the ground floor just inside the main entrance.

Mainstreaming For Adult Education in 1993, monetary changes to the way courses were funded were brought in. Prior to 1993 money was allocated to Extra Mural Departments by means of a direct grant from the Department of Education and Science (DES) (Department for Education (DfE) from 1992). The big event that was the cause of all subsequent development in university Continuing Education in the UK was mainstreaming. This meant that from then on the Extra Mural courses (now called Continuing Education courses) were to be funded on exactly the same basis as other undergraduate courses. In effect the students became undergraduate members of the University, with all that that involved. Continuing Education students now had to satisfy the requirements of the funding body, which included a requirement that they should undergo assessment, including Residential Courses/Learn at Leisure, something that hitherto (with the exception of tutorial classes) had been completely absent from these courses and met with a good deal of student opposition. A great deal of ingenuity went into operating within the funding regulations with regard to assessment without alienating students by forcing them to do large amounts of written work. There were â&#x20AC;&#x2DC;Personal Statements of Learningâ&#x20AC;&#x2122;, which were tick-box forms which were backed up by attendance information gained from the course registers. It was thought that these provided sufficient evidence of student learning and included a sufficient amount of assessment to satisfy the funding authorities. As time went on it was a continual game of cat and mouse with the regulations. Around 2001 it was realised that there needed to be full assessment for each course (now called modules), and a compulsory 15% small assignment was instigated with the remaining 85% (a larger assignment) being optional although students were encouraged to do it. Finally, in 2004, it was apparent that the courses had to have assessment on exactly the same basis as any other undergraduate course. At this time, the courses became award-bearing and students could earn credits to put towards a Certificate in Higher Education or another award. It was noted at the Faculty Board meeting in July 1995 that Adult Education was in the process of mainstreaming its courses and a paper was to be put forward to approve 1000+ courses as modules for the 1995/96 session. Student numbers had declined since the introduction of mainstreaming and continued to do so. As already mentioned, the closure of the Adult Education Centres in the Region took place in order to concentrate this work in Nottingham. Efforts were made to encourage remaining students to undertake the assessment and gain credits and sign up for Certificate, Diploma or Degree courses. The courses which were now being run became modules of the award-bearing Certificate and Diplomas in Higher Education and the BCombStuds Degree. The fees that had been charged for Extra Mural classes had always been kept low with concessionary fees for those retired and on low incomes. The concessions were 35

eventually stopped. However, when, in a separate development, the University decided that students on Continuing Education courses should pay fees on exactly the same basis as other undergraduate students this, in effect, became the demise of the Extra Mural courses, and particularly after undergraduate fees went up.

Award Bearing Courses and Staff Research Award-bearing courses were run in Adult Education related areas - Certificates, Diploma in Adult Education and MEd modules relating to Adult Education and staff would, where appropriate, supervise research students whose thesis lay in the field of Adult Education. They also ran in-service courses training. The funding for these courses was the same as other University departments. The recruitment and examination side of higher degrees was handled by the Faculty Office, as also happened for the masters and research degree courses run in the School of Education. There was also a Certificate in Adult Teaching course. Before the 1970s, those who wanted to teach in Adult Education could do so without any formal qualification, but it was now the case that they needed to take the Certificate in Adult Teaching before being allowed to teach. It was not necessary to already have a first degree. Some of these students had already been teaching Extra Mural classes for some years but now had to have a Teaching Certificate. Professor Stephens set up a research link with the Japanese who wanted to connect with Nottingham because of its history regarding Adult Education. He was also successful in obtaining money from the Leverhulme Trust for the support of research fellowships in Adult Education for leaders from the Institute of Adult Education at Shandong Teachers University, China (Faculty Board Minutes, February 1988). It was around this time that John Daines (son of Dr John Daines who had joined the Institute of Education in 1959/60) managed a high profile Health Education Project with Brian Graham. As with the School of Education, courses would be updated to keep in line with current thinking and new ones developed. For example, in 1962 a Diploma in Adult Education was introduced in collaboration with the Leicestershire Education Authority. Faculty Board noted in May 1969 the establishment of a Certificate in Adult Education for parttime teachers in Adult Education and of the beginning of a sandwich version of the Diploma in Education. There was also a Certificate in Education (Education of Adults) Nursing and Midwifery which Faculty Board of November 1986 noted had 14 full-time, self-funding students. Research and publications, always an on-going part of Adult Education's work became an ever important necessity when the Research Selectivity Exercise (later renamed the Research Assessment Exercise (RAE)) came on stream around 1984. Professor John Morgan largely managed the coordination of this area of work.

Residential Courses/Learn at Leisure/Study Tours In 1985 Adult Education Residential Courses/Learn at Leisure courses were started following David Bodger's sabbatical in Australia, where he noted that Adult Education was mainly taught residentially. He moved from his position as Warden of Quest House, to set up the Residential Courses on a trial basis. This was a radical move in residential adult education as it provided courses for students outside the East Midlands area and which were taught throughout the UK. Sylvia Stephens took on the role of the administrator, having had experience of organising trips for teachers to Russia and organising conferences on campus. The Residential Courses office was based at Shakespeare Street, as it was seen to be a part of Extra Mural Studies. 36

The office was given a start-up fund by Adult Education which was enough to put a programme together for an initial three years under the title of Learn at Leisure, and extra staff employed to teach on the courses were paid out of the profits. After the three years, Residential Courses had to become self-funding. Courses were added to the programme including British study tours, overseas study tours, summer schools and conferences, using University facilities in the vacations. During the summer of 1989 courses in English as a Foreign Language (EFL) were put on. These courses employed tutor(s) from the Centre for English Language Education (CELE). (CELE was set up in 1987 under the Directorship of Professor Ron Carter in the Department of English. Their programmes were designed for students who already had places on courses at the University and whose English needed bringing up to the required University standard. This was part of the University's internationalisation programme.) The first group of EFL students were from a private school in Rome. They were followed by a European summer school in 1990. When the University started attracting students from the Far East, this led to the development of individual EFL summer schools for groups, firstly from Korea, and then groups from Japanese colleges. They also helped to introduce overseas students to the wider University and its courses. The summer schools included many excursions and visits to give the students experience of British life. British university students were employed during their summer vacations to help look after these needs. These courses created significant funds and were good public relations for the University. In the mid-1990s Study Tours started organising residential courses for Elderhostel Canada. This developed into a collaboration with other adult education institutions in Scotland, Ireland (Cork, Limerick and Dublin Universities) and Wales. Nottingham provided the lead in the overall selection of courses on offer, providing Elderhostel with copy for marketing. This led to an increase in work for Residential Courses but was a financial success and enabled tutors to offer a variety of longer courses in the UK. From 1993 Mainstreaming also affected the work of Residential Courses/Learn at Leisure which meant that assessment had to be introduced for these courses as well. The Residential Courses/Learn at Leisure programme received ‘good marks’ for their courses because, as they were residential, they had 100% attendance. As with the other Extra Mural courses, their assessment was managed by the completion of forms but eventually, each course had to list the number of credits each student could obtain to put towards a BCombStuds degree (about five credits per day). To gain these credits an essay would have to be written. This meant that the work involving EFL Summer Schools and Eldershotel Canada ceased as they did not fit with the new regulations as they were courses specifically set up for overseas groups of students. These changes also affected the conferences organised by the Unit and both losses of work resulted in the major sources of income being lost. Initially this was made up by the Government funding of credits for Learn at Leisure courses but eventually the credits system was mainly responsible for the reduction in students wishing to attend. Study Tours were no longer able to see their work as ‘Learning Holidays’. Many of the students were already very well qualified and being asked to write an essay was seen as a deterrent. For more detail regarding the 1993 Mainstreaming see Mainstreaming section. In 1995/96 Residential Courses were moved from their base at Shakespeare Street to Cherry Tree Buildings at University Park where other Adult Education staff were housed.

They remained based there until the School of Continuing Education moved to the new Jubilee Campus in September 1999. On the move to Jubilee, David Bodger became Deputy Head of the School of Continuing Education. Residential Courses continued without him at the helm with other members of academic staff brought in to manage the Unit, alongside their other commitments as subject tutors. This was not very successful and the main administrative team more-orless ran the Unit.

Centres Within Adult Education There were Centres set up within Adult Education. The Centre for Local History was set up by Dr Alan Rogers in the late 1970s. From 1980 it was headed by Dr David Marcombe. It was the umbrella for all local history activities and it ran day schools, Saturday morning seminars, a Certificate in Local History and an MA in Local and Regional History (jointly with the School of History). A programme of publications and research projects, involving funded projects and also the work of adult students took place including the Nottinghamshire Oral History Project, the Archdeaconry Research Unit and the Burton Lazars Research Project. It also produced a regular newsletter/bulletin and published the East Midlands Historian. The Centre has now closed. The Centre for Legal Studies was set up as a joint venture with the Department of Law in 1988. It was run by Barbara Watts and ran continuing professional development courses for the legal profession. It closed in the mid-2000s. The East Midlands Ministry Training Centre (EMMTC - formerly known as the East Midlands Joint Ordination Training Scheme (EMJOTS)) provided part-time ministry and ordination training for adult students. Its Certificate and Diploma in Theological Pastoral Studies were University courses and came under the Continuing Education Examinations Boards. It had its own Council governance and administration and employed a Principal, other members of staff and administrative/secretarial support. Their main funding was from the churches. In the late 2000s EMMTC moved to be under the umbrella of the University of Lincoln, but I understand it has now closed down. There was also a Centre for Continuing Professional Development (CCPD) (formerly called the PICKUP Office and then the Office for Professional and Industrial Training). Its purpose was to demonstrate engagement, applied research and build relationships with local businesses. CCPD joined the Department of Adult Education in 1996 to provide continuing professional development courses with a University-wide role and responsibility. By 1998 it had fulfilled its purpose and a Regional Unit was established as part of central services in the Research Business Development Unit. Eventually, in the 2000s, the Regional Unit was 'adopted' by the Business School and is now part of the Institute for Enterprise and Innovation.

After 1997 The management and day to day running of Adult Education/Continuing Education and its courses continued through various offices and committees. For example, there was the Postgraduate Taught and Postgraduate Research offices, the Open Studies/Extra Mural Office at Shakespeare Street and the Advanced Certificates Office in Cherry Tree Buildings. From 2001 until the merger with the School of Education there was a Degree Programmes Unit (for undergraduate and postgraduate), a Special Programmes Unit (for 38

Residential Courses/Learn at Leisure/Study Tours and Summer Schools) and the Extra Mural work at Shakespeare Street. Student records were all held on a central database. A Marketing Office was set up around 2001 and for a short while the office published an internal newsletter, C E Matters. Technical support was provided by a Deptartment/School-based technician who worked across Shakespeare Street, the Regional Centres and University Park sites. The technician was transferred to Information Services (IS) from the School in the mid2000s. In 1999 the staff based at University Park were moved, with the School of Education, to the newly built Dearing Building at Jubilee Campus. On 1 January 2004 the School of Continuing Education merged with the School of Education to become the School of Education. The Extra Mural side of Continuing Education became the Centre for Continuing Education within the new School.

THE FORMATION AND LATER STRUCTURE OF THE SCHOOL OF EDUCATION There had been moves afoot for a merger to bring Nottingham into line with other Universities who had already formed a School of Education from various Education Departments. It was agreed that this would happen at Nottingham too. This followed the recommendations in the Robbins Report on Higher Education in 1963. See summary in the Institute of Education section. By 1967 the University was looking to expansion and asked the Faculties to crystallise their ideas on how they wished to develop up to the 1990s. The Faculty Assembly tabled a paper at the Faculty Board meeting of 10 November 1967 which states under section B (notes): '(i) In these proposals, we have included the Diploma and any similar courses offered by the Department of Adult Education, which comes within the purview of the Faculty, but not the extra mural work of the Department which is the responsibility of the Delegacy; (ii) Discussions about the establishment of a School of Education to replace the present Department and Institute (and to include the Diploma work of the Department of Adult Education) are now in progress. If they are successful, the change will greatly facilitate the developments without altering their scale. Such change is not, however, included in itself as a long-term development since it may be possible to bring it about during the present quinquennium.' Another paper attached to the Faculty Board Minutes of 24 May 1968, reports on the progress of the establishment of a School of Education and mentions: '(i) the development of a 'common' Diploma course; (ii) a 'common' Education Library would have to be made available to the students on campus and to members of the Area Training Organisation (ATO) ...... If and when the library became a part of the main University Library steps would have to be taken to ensure that all the Faculty's interests, especially finance and the needs of teachers, were safeguarded.' The Dean hoped that when these matters had been settled it would be possible to use the next academic year to form a School and that this would come into operation in October 1969. A final paper was submitted to Senate after the Faculty Board meeting of 28 May 1970 which led to the merger of the Department of Education and the Institute of Education to form the School of Education with effect from the Autumn Term 1970 (see University Calendar G). At this meeting the Dean emphasised that the proposed School would be an internal organisation only and would not, in itself, affect the existing constitutional machinery (viz the ATO and the Faculty Board). It stated: 'The School was to be made up of four Divisions: (i) Colleges Division, ie most of the work of the Area Training Organisation, the links with initial training in the Colleges, including the BEd as an initial qualification (Professor Davies);

(ii) Postgraduate Certificate in Education (PGCE) Division, including internal teaching for the PGCE and liaisons with the Colleges offering courses for graduates (Professor Haycocks); (iii) Further Professional Training Division, including Diplomas, other in-service work with teachers, and courses for overseas students (J Daniels); and (iv) Research and Higher Degrees Division dealing with both higher degree candidates and research projects (Professor Lunzer). Each Division would be responsible for its own day-to-day work and its own internal structure, and would be free to set up sub-Divisions as it thought necessary. The Divisions would report direct upon all routine matters to the Faculty Board or the ATO as appropriate.' 'The School would function through: (i) a Staff Assembly, consisting of all members of the academic and senior administrative staff in the School, with dates reserved in the Calendar for termly meetings; (ii) a smaller Standing Committee, meeting at least once per term, consisting of the Heads and other representatives of Division, together with direct nominations from the Assembly.' At the Faculty Board meeting of 1 October 1970 it was noted that Senate had approved the establishment of the School of Education and that the Chairman and Heads of Divisions had been appointed, and the School Assembly was being formed. The fifth Division happened in the Autumn 1971 following a letter from Professor Wiltshire (Director of the Department of Adult Education) to Faculty Board on 28 May 1971 about the Intra-mural work (ie teaching of and research into Adult Education as the subject of academic study and professional training) to join the School of Education. The fifth Division was to be known as the Adult and Further Education Division and the Head of Department of Adult Education was also to be the Head of the new Division. The provision of Extra-Mural courses for adults was not included. There had to be a central organisation/new administration that held the new School together that would be acceptable to Senate and the whole University. There had always been a Dean of Faculty but the School now needed a Chairman for the day to day running of the new School which was seen as a Professorial role. Eventually it was also decided that the Chairman and the Dean had to be different members of staff. The merging of the three units was a logical development for Education and a way to make the best use of staff expertise. After the merger the Faculty was made up of the School of Education and the Department of Adult Education and the Faculty Secretary had responsibility for the whole of the administration of the School and worked closely with the five Heads of Divisions. The Education Library continued under the librarianship of Miss Land and in the Education Building was housed on the ground floor. In 1976 Peter Haywood took over as the Education Librarian. The library moved from the Education Building to the newly built Hallward Library in 1978. There had been discussions before this, in 1973, about a possible move of the Education Library to the University Library. This move freed up the ground floor which eventually became the School's Resources Centre.

By November 1976 there was a restructuring of the School of Education, following on from the resignation of Dr Daniels as head of Division III and Faculty Board lists the new structure as: 'Division I Colleges and In-service Unit, Head of Division Professor J F Eggleston Division II PGCE, Head of Division Professor E C Wragg Division III Taught Post-Experience Courses (Diplomas, BEd, MEd), Head of Division Professor E A Lunzer Division IV Research, Head of Division Professor J F Eggleston Division V Continuing Education, Head of Division Professor M D Stephens. It was hoped that Senate would approve this so it could be implemented on 1 January 1977.' However, after 1981 things changed. In 1981 a letter from the University Grants Committee (UGC) caused a financial crisis across the University. The country was in a recession and Government spending was being cut. The letter told each University what their financial allocations would be for the years 1981/82 to 1983/84. The percentage of the cuts varied between Universities. The School had to plan a rational contraction of its provision. Many academic staff took early retirement. The Faculty Board minutes of 8 February 1983 reported that by August 1983 the Faculty would lose eight members of its full-time academic staff including two Professors and a number of Senior Lecturers. Because of this situation, a paper was tabled at this meeting with recommendations for the restructuring of the School from five Divisions to three commencing September 1983. Division I, Initial Training, included Validation and PGCE with two Coordinating Tutors appointed from the present staff to deal with (i) Validation and administration of initial courses and (ii) the PGCE in the University. Division II, Advanced Studies, included Diploma Courses, In-service BEd, MEd, In-service Unit and Research Degrees. Division III, Adult Education, to be the same as the present Division 5. All Coordinating Tutors and Course Tutors were to work closely with the appropriate Heads of Divisions. In 1987 Adult Education, as Division III, ceased to be part of the School of Education, and the School became two Divisions, eventually headed as Division I PGCE and Division II Advanced Courses but, by the 1990s the Divisions were referred to less and less and with the introduction of the School Plans in the 1990s, were not referred to again. The proposal to Faculty Board in February 1987 to withdraw Division III (Continuing Education) from the School of Education was put forward by Professor Stephens. He explained that when the Adult Education Division became part of the newly established School of Education it had been accepted that the staff of the Division would retain membership of the Department of Adult Education in recognition of the organic link between extra-mural teaching and the teaching of adult education as a professional subject. The mainstay of Division III was the Diploma in Adult Education together with 42

the adult education options on the MEd degree course and the supervision of the Higher Degree students. There had always been a considerable input from staff on the extramural side and this contribution now extended to the teaching on the Certificate in Education (Education of Adults). It was also expected that Division III staff would reciprocate by teaching extra-murally and to some extent this had happened. However the Division III staff had become involved in teaching on initial and in-service teacher training courses which made it difficult to maintain their extra-mural contribution and the Department of Adult Education was not able to make the best use of their expertise and knowledge. Therefore, in the interests of rationalisation, Division III should cease to be a part of the School of Education and that it should function instead as a integral part of the Department of Adult Education. The proposal was noted as approved at the 22 May 1987 Faculty Board meeting.

SCHOOL OF EDUCATION The formation of the School of Education and its five Divisions led to a much more effective and rational use of teaching resources and led to many developments. Meaningful educational and classroom research took off. The 1970s was a time of expansion and this included Education. This can be seen from the increasing lists of academic staff in the University Calendars. It was, despite the relaxed atmosphere, quite a formal place to work. Academic staff were addressed by their title, eg Dr, Professor, Mrs and gowns were worn by some staff. They were also worn for some University Committees. The Support Staff used first names among themselves.

Staffing The gender balance among academic staff in the 1970s was quite different to now in that it was mainly male academics (there were two female colleagues working on PGCE). Over the years, especially through the later 1980s and 1990s, this balance changed. In 1972 Professor Jim Eggleston was appointed. Professor Craft was appointed in 1980. By 1983, because of the cuts in funding in 1981 (see Formation of the School of Education section for more detail), there were a large number of early retirements within the academic staff. In 1983 Professors Eggleston and Lunzer retired. In 1984 Professor Philip Gammage was appointed as Head of Initial Training following Professor Eggleston's retirement. Part of his role and rationale for his appointment was to reconcile the working relationships of staff within a quite disparate organisation following the difficulties encountered by the School after the UGC letter of 1981 and the loss of many staff. It took a while, but working with the other Professors, who always worked closely as a team, effective leadership and better committee structures were established. New lecturers to the University (not staff appointed to the School of Education) were given training by the University on teaching methods. George Brown was the lecturer in charge of this University scheme and was housed in the School. Eventually it became Government policy. In 1986 Dr Christine Shinn left the School to take up the new University role as Director of the International Office. Alan Hart was welcomed as Faculty Secretary in Faculty Board Minutes September 1986. In 1988 staff appraisal discussions were taking place and by November 1989 a scheme for academic and academic-related staff had been introduced. Staff were given appropriate training and appraisal interviews took place from the Spring Term 1990. An appraisal scheme for Support Staff followed about a year later. In 1989 the University introduced a second early retirement scheme, the Premature Retirement Compensation Scheme (PRCS), in order to release academic staff who wished to take early retirement. All academic staff over the age of 60 received a letter from the VC regarding this. By the end of the summer vacation of 1989 the Faculty had lost 13 staff - 11 in the School of Education and 2 in the Department of Adult Education. 44

Part of the deal for most of these staff was to sign up for one third re-employment so some of them continued to work part-time in the School for the next three years. In order to meet teaching needs, the School obtained funding from the Vice Chancellor to employ new part-time staff to cover teaching etc, although most of these contracts were fractional, 0.4 or 0.6, annual contracts. This did give the School an opportunity to bring in younger and more female staff. In 1989 Professor Roger Murphy was appointed to take up the post left by Professor Craft who had accepted an appointment as Dean of the Faculty of Social Science at the University of Science and Technology in Hong Kong. In 1992 Chris Day was promoted to a Chair. In 1994 there were provisional discussions regarding the consideration of staff for early retirement, and by 1996 the third wave of early retirements took place. The packages offered included the needs of the School and University. Some PGCE staff did return for two/three years on a part-time basis to enable the School to keep its high recruitment numbers for the PGCE course. In 1995 Colin Harrison was promoted to a Chair. Professor David Hopkins was appointed in 1996. Professor Carol Hall became Head of School in 2000 and was followed by Professor Christine Hall in 2008. Working life for all staff in the School was challenging and exciting. Every day was different and some of the initiatives brought on stream were experimental. There was, on the whole, a strong feeling of camaraderie and the School's relaxed atmosphere (most of the time!!) helped with this. The administrative, secretarial and technical staff were just as important as the academic staff and worked hard to support the School with the vast turnover of students every year.

Colleges and Validation In 1972 Professor Jim Eggleston was appointed to be Head of the Colleges Division on the retirement of Professor Davies. The 1972 White Paper A Framework for Expansion recommended that steps be taken towards improving the quality of teaching, ultimately to achieve an all graduate teaching profession and in addition to the three-year Ordinary BEd degrees at the Colleges a fouryear Honours course should be provided. In the Faculty Board minutes of 9 February 1973 the Board noted with pleasure the statement of intent published by the University's Council and Senate that the University, when the provisions of the White Paper are put into effect, to award at its Colleges of Education, a three-year Ordinary and four-year Honours BEd degrees, a three-year Certificate in Education and Diploma in Higher Education. By January 1974 the regulations, following some amendments, were forwarded for approval. The Colleges Division continued their work of looking after the constituent Colleges in the region and of managing the huge administrative task of the validation of the courses offered by the Colleges. The work in the Colleges office came in peaks and troughs. There were endless routine jobs of accurately checking every mark and every exam board list for the thousands of students at all the Colleges. 45

At the April 1976 Faculty Board the demise of the Area Training Organisation (ATO) was discussed which made it necessary to establish a new Committee (Committee for College-based Awards) which would replace the existing Committee for BEd and Certificate Studies and would take within its purview all college-based courses and awards validated by The University of Nottingham. This was agreed by Senate and the responsibility for advising the Boards for Undergraduate Studies would rest with the Board of the Faculty of Education. The existing system of subject Advisory Committees was to be retained and would report to the Committee for College-based Awards. The Nottingham University Delegacy for Teacher Education and Training would eventually cease to exist. By 1978 the Colleges had taken over all the administration of the initial training BEd degree from the Faculty Office leaving the Faculty Office to administer the research degrees and MEds. In the 1990s the MEd administration was transferred to the School of Education. In 1979, W S (Bill) Harpin became the Coordinator for the Colleges Division when Professor Eggleston took over the PGCE Division. Dr Brian Tolley took over from him when he retired. Professor Craft was appointed in October 1980 as Head of the Colleges Division and Inservice Unit. In February 1981 Faculty Board received a letter from Trent Polytechnic to say that the CNAA would be taking over the validation of their BEd degree. In May 1984 it was agreed that the Diploma in Dance Education at the London College of Dance and Drama and the Certificate in Education (Education of Adults) at the City Literary Institute would be validated at The University of Nottingham instead of London University. In 1985 the Doncaster Metropolitan Institute of Higher Education had approached Nottingham to validate their Diploma in Special Educational Needs. This was approved by the Board for Undergraduate Studies (BUGS). At this time the University was having to rationalise and all Schools/Departments had to be more accountable. It seemed likely that there would be no further expansion with the Colleges work as, at some time in the future, it was expected that they would be able to award their own degrees. And so, as the opportunities for the Colleges gradually changed, the connections with the School of Education were, as expected, severed. For example Bishop Grosseteste College transferred its allegiance to Hull University as reported in the Faculty Board minutes of February 1987. In the late 1980s the Colleges Office was renamed the Validation Office. By this time there had been a reduction, as expected, in the number of Colleges validated by the School/University. A few years later the Area Training Organisations ‘died’ and the ‘new’ Universities were created from expanded colleges and polytechnics. They were therefore, able to award their own degrees so withdrew completely from the University's Validation arrangements. The University did take on the validation procedures from several other Colleges. These included St John’s Theological College, the Royal Agricultural College at Cirencester, the NHS Department of Audiology Nottingham with a Certificate in Audiology, and the Royal Society of Health’s Certificate in Oral Health Education. The Royal Society of Health soon withdrew from the University as they wanted to call the award a Diploma but it wasn’t considered up to University Diploma standard. 46

The Mid-Trent College of Nursing came under the Validation Office with their Nursing Diplomas. The Colleges were on split sites with one at QMC which was the main one, one at Derby and one at Lincoln. It is thought at this time that the Government had investigated the quality of nurse training and decided that the Colleges of Nursing needed to affiliate themselves to Universities to improve the standard of training. The Nursing Diploma had three intakes each year, Easter, Summer and Christmas and there were about 300 students for each intake. Not long after this the University's School of Nursing took over the running of these Diplomas. It was reported at the May 1997 Faculty Board that the Validation Office would be closed during the 1997/98 session and discussions were taking place as to whether validation activities in the University should continue and that Departments wishing to continue validating courses might choose to administer the validation arrangements themselves.

Non-Award Bearing In-service Programmes In 1981 Dr Chris Day joined the School as Head of the In-Service Unit taking over from Howard Bradley who had left to take up the post as Director of Cambridge Institute of Education. He continued the long-running work of the In-service Unit to organise inservice programmes for head teachers, deputies and primary and secondary teachers and covered a wide range of topics/subject areas. The School had a regional brief and a national brief. At this point there was a regional In-service Education for Teachers (INSET) Committee which also included representatives from the Teacher Training Colleges/Colleges of Education in the region, teaching organisations representatives and the LEA Chief Advisers. Ideas for courses were discussed at the INSET Committee and an annual programme worked out against the budget that was available. The School did not compete with the local Colleges for the arrangement of local INSET but co-operated with them for the arrangement of regional INSET. National courses were run in the Easter and summer vacations for heads and deputy heads and were funded through LEA support. The Universities Council for the Education of Teachers (UCET) also had interest in inservice work and had a Continuing Professional Development Committee. Nottingham was the main centre and headed up the region. The Committee, at this time, represented four local authorities: Nottinghamshire, Lincolnshire, Derbyshire and Leicestershire, although this was extended later to include Northamptonshire. There was a senior Her Majestyâ&#x20AC;&#x2122;s Inspector (HMI) who had responsibility for the region and who presided over the Committee and the in-service for the region by advising and monitoring. Funds for this work were obtained from the Department of Education and Science (DES), as it was then, for use by that Committee. At this time the money to pay for in-service courses/training did not go directly to the schools, as it does now, it went to regions and the regions, overseen by HMIs, processed it through the appropriate committees. This meant that the In-service Unit was an income generating part of the School of Education. The system worked by: the INSET Committee paying the schools to release teachers, and the In-service Unit being paid for running the courses. However, by 1987 the funding for in-service education was replaced by Grant Related In-Service Training (GRIST) requiring LEAs to bid to the DES for funds for specific initiatives, and following the 1988 Education Reform Act, funding was transferred to schools. This meant a gradual wind-down of the In-service Unit because of the lack of 47

funds available and led to the setting up of the Professional Development Services Office (PDSO) around 1992. It was led by a member of the academic staff with support from another colleague and had administrative and secretarial support as well. The office continued with the work of sending out mailings and dealing with applications, course registration, issuing certificates etc. It was a much smaller unit than its predecessor.

Postgraduate Certificate in Education In 1973 Professor E C (Ted) Wragg was appointed to take over as Head of the PGCE Division following the retirement of Professor Haycocks. Professor Wragg restructured the PGCE course to make it more theme based and more up-to-date. He had a comprehensive based view both in terms of getting more staff involved in research, in the nature of the PGCE course, and in the relationship with schools and the kind of schools the School of Education had a relationship with. In 1978 Professor Wragg left to take up a post at Exeter and Gerald Hinchliffe became Acting Head of the PGCE Division for a year until Professor Eggleston moved from the Colleges Division to take over the Headship of the PGCE Division. At the end of each academic year the English/Drama students produced an end of year review to which staff were invited, and they continued to do so for some years hence. In 1984 the Council for the Accreditation of Teacher Education (CATE) was established to set standards for initial teacher training courses and in the late 1980s the Teaching as a Career (TASC) initiative was launched by the DES to try to generate more interest among graduates to a career in teaching. CATE and TASC were subsumed within the Teacher Training Agency (TTA) in 1994. Amongst other issues, the DES Circular 3/84 required teacher training departments to ensure that trainers (lecturers) had 'recent and relvant' experience of successful teaching. Departments had to release staff so they could up-date their teaching experience. Consequently, the academic staff in Division I built on its contacts in schools and encouraged teachers to enrol for MEds so that senior teachers and academics could work together. Financing it placed an extra burden on the School. The requirement was overseen by CATE. In 1986 the GCE 'O' level and CSE examinations were phased out in favour of the GCSE examination with the first examinations taking place in 1988. PGCE staff then had to think about what it was to train teachers for a changing system, and in 1988 the National Curriculum Council (NCC) was created under the 1988 Education Reform Act. (Eventually the National Curriculum Council was wound up by the 1993 Education Act and was replaced by the School Curriculum and Assessment Authority (SCAA).) Four years after the NCC was created, the 1992 Education (Schools) Act provided new arrangements for the inspection of schools and led to the creation of Ofsted which was a sharper and more vigorous tool than HMI, although the PGCE course had always been inspected by and the process well supported by HMI. This led to the 'dismantling' of the current HMI system. Also with Local Education Authorities (LEAs) by a paring away of the work they did with schools. LEA subject advisers were no longer employed and the infrastructure of supporting local schools and colleges disappeared. In 1994 Chris Woodhead became HMCI/Head of Ofsted and became a Visiting Professor at the University. Also in 1994 the 1994 Education Act established the Teacher Training Agency (TTA). The National Curriculum Standard Assessment Tasks (SATs) were introduced for seven year-olds in 1990/91, for 11 year-olds in 1994/95 and for 14 year-olds in 1997/98 48

although these were scrapped in 2008/09. A group of colleagues in the School were awarded a grant from the DES for a consultancy to develop KS3 English SATs and these were done for Macmillan Publishers. At that time, with education becoming a business, publishers were desperate to ‘get in on the act’ as by publishing test papers a publisher could make large sums of money. One of the reasons it is thought that the School of Education team were not successful was because they tried to devise a kind of testing operation that validated what teachers were doing and gave children plenty of time to do the work. It appeared that what the government were interested in, and what came to pass, were sharp, short tests that were very easily markable. Throughout much of this time and beyond, Government initiatives and reports were published which meant adaptations to the PGCE course, for example, The Bullock Report (1975), a report on the teaching of English and The Kingman Report (1988), on the teaching of English Language. There was also the need for more science (physics) and maths teachers (UGC letter 24/86). Faculty Board in February 1987 noted that a grant of up to £9,200 had been received from the Manpower Services Commission for a project concerning the shortage of physics teachers, and also reported in May 1987 that the University Grants Committee (UGC) had agreed to fund a joint proposal from the School of Education and the Department of Mathematics for a two-year PGCE course in Mathematics for graduates in other subjects. A sum of approximately £160,000 was provided to cover, amongst other things, a Lecturer in Mathematics and a Lecturer in Education. The length of the PGCE course was extended from 28 to 36 weeks and meant that the PGCE course was constantly evolving and being restructured. In 1990 History and Geography HMIs visited the School. Also by July of this year there had been a successful outcome of a PGCE 'taster' course to offer potential applicants an insight into the PGCE course and teaching profession. When the secretary for the PGCE course left in the early 1990s, the School set up a PGCE Admissions Office. There was an academic tutor in charge of admissions and one who oversaw the assessment of the course. This Office, by organising the admissions and assessments, helped tighten up the record keeping systems and became the forerunner of the School Records Office in the late 1990s when the Faculty was disbanded. In 1992 a Government Policy was announced by Kenneth Clarke at the North of England Conference and was followed later in the year by Circular 9/92. He wanted a big shake up of teacher training as he thought that the Universities weren’t really fulfilling a valuable role and it would be much better if teachers were trained in schools. The School of Education received an amount of money per head from the Government for each PGCE student on the course, and whereas in the past it was the School’s decision how to spend this money, now it had to be negotiated so that a sum went to the School of Education and a sum went to the schools to pay them for part training PGCE students. Mick Saunders became the School's Liaison Officer and took the lead in negotiating with colleagues in schools to come to an arrangement as to what was a satisfactory and acceptable way of managing the finances. It was reported at the May 1993 Faculty Board that the Nottingham Association of Secondary Heads had accepted the amount of £425 per student, and that this sum would be accompanied by a whole range of benefits offered by the University. As mentioned above, Ofsted inspections for schools came in in 1992 and very soon came in for higher education as well. This meant that PGCE colleagues now had to be involved in preparing students for a system where not only would they be in schools teaching 49

children how to pass exams, with an increasing emphasis on that, but also of training students for a system where their work would be tested and judgements made about the quality of their teaching according to the Ofsted framework. Apart from the Ofsted inspection work, students were now also required to complete competences and the PGCE course had to demonstrate to external agencies that the School of Education was enabling students to acquire these competences. There were many of them and they changed from year to year. So a PGCE course had to be devised which kept a line between the best features of the course, as taught in the 1960s, where a tutor would be able to say your chief function is to engage children, to be on their side, to support them in their academic work but also emotionally, to interest them, and also balance that with the requirements of the government guidelines for exam passing, inspection and so on. In the School of Education administratively, things became more and more complex, and the interest of Government in teacher training, just as the interest the government had in what went on in schools, became more and more insistent. The School crucially had to keep abreast of all that was happening because the money that came in was from the government. In the same way that teacher training colleges were shut down in the 1970s and 1980s, this could have happened to University Schools/Departments of Education. Other initiatives instituted by the Government included school based teacher training schemes, for example the SCITT course, that essentially ruled out any connection with higher education. In 1995 Sir Ron Dearing, the Chancellor of the University, visited Education. Also in May of this year the Chief Executive of the Teacher Training Agency (TTA), Anthea Millett visited the School.

Undergraduate Courses In-service BEd/BEd Bridging Course In 1975 a proposal for a School of Education based programme leading to an in-service BEd (Hons) Degree was noted in the Faculty Board minutes of 13 November 1975. This proposal, which was wholly supported by the School, was put forward because of the trend at this time towards a graduate profession. The School wished to play a leading role and saw this extension as complementary to the activities of the Colleges in the inservice field. The paper attached to the minutes states that for this course the School of Education, for the purpose of teaching and examining students, would function as a College of the University, that the School would put forward a series of Part II courses to meet the requirements of the fourth year of the in-service BEd degree, and that students admitted to the course would have to meet such bridging course requirements as would be prescribed. As with any course, a new draft Ordinance was written, and passed via Faculty Board on 28 April 1976 to Senate. The School of Education In-service BEd was initially for UK teachers and it also provided opportunities for valuable continuing professional development. Some years later in the 1980s as the UK market dried up, there was a big push to attract students from Hong Kong. In May 1983 the possibility of mounting a BEd bridging course based in Hong Kong was raised at Faculty Board. In June of that year proposals to teach two x six week blocks in Hong Kong had been discussed with the British Council and the Registrar (through whom the financial arrangements had been negotiated) which meant staff undertaking teaching in Hong Kong. By November 1983 it was reported that the first Bridging Course would run from March to April 1984.

By September 1985 the School was recruiting overseas students to come to Nottingham to do the inservice BEd course, starting with the BEd Bridging course which ran from mid-July to the end of September, and it was reported at Faculty Board that all had attested as satisfactory and could now proceed to the substantive degree programme. When Dr Carol Hall, with Dr Martin Coles, became the BEd Coordinators, they changed the courses offered within the BEd into modules, to come into line with a University initiative to modularise all courses. (The University Group, Chaired by Dr Chris Day, was the Modularisation of the Undergraduate Curriculum Group.) The BEd was the first course in the University to be fully modularised. This also meant that examinations for courses were phased out as assessment for modules came in. When the Institute of Education in Hong Kong was created around 1995, the number of students attending the BEd course offered by the School started to decline. BPhil(Ed) In 1983 a proposal was taken to Faculty Board regarding the establishment of a BPhil degree. By February 1984 the title had been accepted and a preparatory course was submitted to the University's Board for Undergraduate Studies.

Postgraduate Courses MEd/Two-Centre MEd Teachers and managers in education continued to enrol for additional qualifications, so the MEd, and other postgraduate programmes expanded and continued in popularity as teachers took the opportunity to engage in further professional development. By 1983 the MEd had 197 students on the course and this number went over 200. November 1981 saw an MEd programme in Multicultural Education in the process of development. In June 1985 proposed revisions to the structure and regulations of the MEd were put forward. It was recommended that Part I should be discontinued and that suitably qualified students should be admitted, with effect from 1986 to the current Part II programme. Students who, in the view of the School would still need to complete a Part I would be advised to register for other qualifications offered within the School (it was noted that the BPhil(Ed) had not been available when the existing regulations had been written) and that it was envisaged that only a small proportion of MEd students would come onto the programme through this route. These revisions were accepted by the Board for Postgraduate Studies (BPGS) and came into effect from the 1986/87 session. In May 1990 a proposal was put forward to Faculty Board for the creation of a new Advanced Diploma programme closely related to the existing modular MEd programme and for the notion of transfer between the two programmes under specified conditions. In June it was reported that BPGS had given its approval. There was an initiative in September 1993 to move for a single title for the Masters degree (from MEd to MA) and for specialist programmes within the MA and therefore to add Master of Arts degree to the Ordinances of the Faculty of Education, following approval by the University. A new curriculum stream, English Language Teaching (ELT) was developed during this time.

The School also had two/three cohorts of students from Malaysia who followed a twoyear joint programme with the Department of English Studies. This led to a joint Masters course in English as a Second Language both in Nottingham and Singapore. During the early 1990s the two-centre MEd with Hong Kong came on stream. Students from Hong Kong would come to the School in the summer and teaching staff from the School would, later in the year, go to Hong Kong to teach. Research Students There have always been research students in the School and in September 1982 a draft discussion paper on Research Training for students was discussed at Faculty Board. The May 1984 Faculty Board meeting put forward proposals to the University's Board for Postgraduate Studies (BPGS) regarding supervising part-time MPhil students in Hong Kong. This was followed up in February 1985 by the agreement of BPGS for the parttime registration of PhD students in Hong Kong. In February 1988 it was reported at Faculty Board that the Economic and Social Research Council (ESRC) had approved the Faculty's submission to be an Institution approved for the purpose of receiving ESRC studentships. In May 1989 Faculty Board received a proposal for the affiliation of the Crewe and Alsager College of Higher Education to offer an MPhil degree. The University's BPGS gave approval for this by November 1989. The EdD Degree was introduced following the appointment of Professor Hopkins in 1996. In the 1990s study carrels were constructed for the use of research students in both departments.

Evaluation of Courses During the 1980s the formal evaluation of undergraduate and postgraduate courses was introduced.

Overseas Students - Their Qualifications and Induction to the UK With a large number of overseas students attending undergraduate and postgraduate courses there was a great diversity in their qualifications from their home country. Initial checks of these qualifications, prior to a student being offered a place on an award-bearing course, enabled a growing knowledge to be accumulated in the School of what these qualifications equated to. During the 1990s, arrangements were made each summer to meet overseas students arriving at Heathrow Airport. An Administrator, a member of the academic staff and two or three members of the Support Staff would meet them, with coaches, and escort them back to Nottingham to the Hall of Residence that was open during that summer. With the large intake of overseas students, mainly from Hong Kong, taking courses in the School, a system of tutoring overseas students was undertaken by academic and support staff. Staff who helped with these personal tutor groups were allocated a number of overseas students to 'look after' - to be there to talk with them, guide them and if necessary help them. The staff would also meet with them socially and often groups joined together for events, eg at a tutor's house for a meal, or to meet at a local restaurant. 52

There were also day trips to local places of interest and social evenings in the Portland Building, organised by the School. The University Chinese Student Society put on performances when it was Chinese New Year to which School staff were invited.

Credit Accumulation and Transfer, Accreditation of Prior Learning/ Prior Experience (APL/APEL) and Lincolnshire Accreditation Scheme Credit Accumulation and Transfer A system of credit accumulation and transfer was developed and discussion at the November 1986 Faculty Board meeting stated that this was in response to the Government changes which shifted responsibility for in-service training to the LEAs. This would take place after April 1987 and would, in all likelihood, diminish secondments to, for example, the full-time MEd. Instead, it was thought that the LEAs would be looking for a range of short courses designed to meet particular needs. Therefore there was a need to establish a credit accumulation framework so that both existing and new courses could be given credit which would build towards University awards. This would mean the modularisation of existing award bearing courses at Certificate, Diploma and first degree level. At the February 1987 it was noted that the Board for Undergraduate Studies (BUGS) had give approval, in principle, to the scheme. In the minutes of this meeting it states: 'The proposal under discussion took the existing part-time award-bearing courses and divided them into discrete modules. The satisfactory completion of a module lead to the award of a credit. The scheme proposed a basic Certificate in Professional Studies in Education which would be awarded on the basis of four credits, and the existing Diplomas and BPhil (Ed) degree which would be gained on the accumulation of eight and 12 credits respectively. An appropriate remission of credits might be available to candidates holding lower level awards who wished to proceed from Certificate to Diploma, and from Diploma to BPhil (Ed) degree. Separate schemes of credit accumulation were proposed for the BEd degree, and again for the higher degree of MEd. Each scheme was entirely distinct and credits could not be transferred between them.' It is interesting to note that the University had asked Faculties to consider the implications for the modularisation of degree courses (Faculty Board May 1989). Faculty Board welcomed these proposals and noted that 'its award bearing courses at Certificate, Diploma, Bachelors and taught Master's levels were all modularised and that a scheme of credit accumulation and transfer was now established as a collaborative venture with the affiliated institutions in the region.' A report in June 1989 from the University's Modular Accreditation Group (Faculty Board minutes 27 June 1989) was welcomed by Faculty Board and in particular its solution to the problem of accrediting inservice work done by teachers on LEA courses etc. Accreditation of Prior Learning/Prior Experience (APL/APEL) In February 1991 a proposal was taken to Faculty Board regarding an integrated modular structure for Certificate, Diploma, and MEd awards. Attention was drawn to the paper regarding Credit Accumulation and Transfer - approved by Faculty Board in February 1987. The present proposal sought to extend this scheme to include the MEd and to allow the Accreditation of Prior Learning (APL) and Prior Experience (APEL). This proposal gave recognition to the current Certificate awarded by the School of Education for INSET work. By the summer of 1992 it was reported that a mechanism was in place and agreement had been reached regarding the criteria to be used and the need to

maintain standards. Also that two applications had been received which were to be considered as soon as possible. Lincolnshire Accreditation Scheme A scheme, regarding the accreditation of In-service courses in Lincolnshire was proposed in February 1991, as another initiative in the widening access of opportunities. A member of staff from Lincolnshire County Council was seconded to the School, to work with colleagues who were developing the Scheme. It was initially directed at teachers in schools, and it was hoped to develop it to include colleges and professionals in other areas. By May much of the Scheme was in place, and by July the majority of units were approved.

Staff Research Research has always been undertaken in the Department/Institute/Adult Education and research grants awarded from various bodies over the years. At some time, around the late 1960s or early 1970s, to assist people in their research, a card punch machine was installed in the School with a data input clerk employed to help this process. Faculty Board, at its meeting of 8 November 1963, recommended the appointment of a Research Assistant for statistical work for the 1965/66 session. This person was to work with the Department of Education, Institute of Education and Department of Adult Education and the work was to be done in conjunction with Cripps Computing staff. In 1975 it was also noted at Faculty Board that a post for a Computing Assistant was being advertised. A punch card was 10 cm x 22 cm. Along the top would be a row of type and underneath that would be the hole(s) which would allow the computer to know what that character was. There would also be, if you were putting in alpha data, the text that was being analysed for readability. Data would be typed/punched onto a succession of cards. These cards would be taken to the Cripps Computing Centre in metal boxes to be run with the programme. (Current iPhones are between 1,000 and 1,000,000 times more powerful than the whole of the University computing system was at that time.) The job would be run at night by Cripps Computing Centre staff. If a programme failed, which it was quite likely to do because a mistake had been made, it would end up with some question marks â&#x20AC;&#x201C; saying fail. The programme would have to be corrected and run again the next day. The School also had use of a programming assistant, who was based in the School. This assistant was also partly attached to the Computing Centre and this proved very helpful to the researchers writing their own programmes. Also at this time, to help manage research data there was an electro-mechanical machine called a Sigmatron, a bit like a tele-type, housed in the area that later became the Resources Centre. (Sigma is statistic so the Sigmatron was for calculating statistics.) It was not a complicated machine. Pairs of coordinates, as if you were plotting them on a graph, were put in which would then give you a correlation. The machine would work out a mean and standard deviation. This was all the technical support available for doing calculations. Applications for educational research project funds could be applied for from an organisation called the Social Science Research Council (SSRC), founded in 1965. Its remit in 1983 was expanded beyond the social sciences to include more 'empirical' research and it was renamed the Economic and Social Research Council (ESRC). Applications were voted on by a committee which included people from all academic disciplines.

Later, there were initiatives from the Department of Education and Science that supported educational research. A computing organisation, the National Council for Education Technology (NCET), financed by the Government to support teachers in bringing more technology into schools, funded research work. Their interest was to have research findings to show that children were benefiting from having computers in schools. Eventually, in 1998, the NCET became the British Educational Computing Technology Agency (BECTA). Before 1972 and the appointment of Dr Mick Youngman, researchers would have to write their own programs for handling research data. Dr Youngman had written, and owned, a suite of computer programs for mainframe that did most of the major statistics for Education that you would need. This meant that the School didn’t have to pay the Statistical Package for the Social Sciences (SPSS). He also was skilled in education research data analysis. If the programme needed changing to suit the particular task, then he could do this too. In 1973 Professor Lunzer with Keith Gardner, who was a specialist in children with reading difficulties (he had been an adviser for special needs in the Birmingham area before working at the School of Education), were awarded, following a presentation to the Schools Council, the Effective Use of Reading Project. There had been a National Writing Project in London and there was to be a Schools Council Oracy project. The obvious gap was for a project in the area of reading. There were a lot of smaller projects within the Effective Use of Reading Project including one that looked at the level of difficulty of books in schools, the Readability Project. Another looked at how teachers tried to develop children’s reading using so called Science Research Associates (SRA) reading laboratories and comprehension exercises. One looked at how teachers assessed reading comprehension, and from which new tests were developed. Another project of Professor Lunzers at this time was the Children's Logic project. The work was based on logical reasoning. About 1976 Professor Wragg was successful in obtaining a very large (about £2 million) Economic and Social Research Council (ESRC) award to lead a research project on Changing Teacher Education. The work became a vehicle to enable supported research sub-tasks to be given to a number of colleagues in the School. Under the guidance of a skilled researcher this enabled colleagues to become more skilled in research project work. It seems likely that, at this time, among the many changes made by Professor Wragg with Professor Lunzer, they transformed educational research and the research culture in the School. The School published a series of books called Rediguides and it was noted in the February 1979 Faculty Board minutes that the National Foundation for Educational Research had agreed to publish the Rediguide series currently published by the School of Education. Around 1984, the first Research Selectivity Exercise was announced with the results published in 1986. The results of subsequent exercises were in 1989 and 1992. The name was changed to the Research Assessment Exercise (RAE) for 1996, 2001 and 2008. With work well underway to prepare for the 1989 Research Selectivity Exercise academic staff had to take on more writing and funded research and this led to an increase in

research students and the build up of funded research in the School, which could be submitted for the Exercise. Staff involvement in research, and their success in publishing work became increasingly important over the coming years as the RAE gained in importance. Schools with high results at the census dates gained financially and with prestige, and this benefited the University too. With this in mind the School set up a Research Office in the late 1990s to oversee and manage all proposals being submitted and their financial implications etc. It was also to keep records of work published by staff.

Shell Centre for Mathematical Education The Shell Centre came into existence in the late 1960s as a result of experimental work carried out by Professor Halberstam (Department of Mathematics) and others and was funded for four years by a grant from the Shell Foundation. A statement about the Centre was incorporated in the quinquennial statement for Education in 1971/72 and from 1972 the Centre was financed from University resources. Staff from the Centre also assisted with PGCE and MEd work. From 1972 the Management Committee minutes were taken to and noted at Faculty Board and the Centre came under the 'umbrella' of the School of Education. Information about the early work of the Centre can be found in the paper attached to the Faculty Board minutes of 2 November 1972.

Changes Within the School of Education from 1989 and into the 2000s In 1989 Professor Roger Murphy joined the staff as Head of the Advanced Courses Division. The School in 1989 was still very formal in its way of dealing with issues and most staff found it difficult to feel part of what was going on regarding decision making and how things operated etc. Professor Murphy, along with other members of staff, were keen to make changes to bring staff together and develop a more collaborative School. Some of the tensions and difficulties took a number of years to change, but eventually changes started to happen. Kenneth Clarke, when Secretary of State for Education in 1991, visited the School. A new committee, Business Committee (now known as Executive Group), was set up, whose membership was made up from the Coordinators/Directors from the different areas/Divisions across the School. The Faculty Secretary was its secretary. It dealt with all major policy matters, University initiatives, budgets, staffing etc. In the setting up of the Equal Opportunities and Staff Development initiatives outlined below, new committees for Staff Development and Equal Opportunities were formed and the Staff Meeting (formerly School Assembly) was opened up to all staff. Committees for areas and courses within the School continued as before although some were renamed. Some of these committees, for example Staff Development and Equal Opportunities, had students representatives too. With a surplus of money held by the School, which made it difficult for the School to go to the University to ask for money to help with initiatives, the School devised a scheme whereby staff were asked to make suggestions for things that they thought the school should do or buy. Some related to courses and some related to the fabric of the School.

The award of the TVEI Project to the School brought with it a substantial grant of money. The aims of the project were to embed principles into the higher education curriculum with teachers, and in the School's case, in the adult curriculum. Two of the various aspects that had to be looked at were Equal Opportunities and Staff Development. This meant that Equal Opportunities were brought to the fore with the appointment of the first Equal Opportunities Lecturer in the country. Equal Opportunities courses were run for all staff. It also brought new opportunities for staff and the work done by the Staff Development and Equal Opportunities Groups was innovative - some of it being taken on board by the University for use more widely. The School produced the first Equal Opportunities Policy in the University which benefited all staff and students. This then led to the setting up of a Harassment Panel, who received appropriate training, who developed a set of procedural guidelines and criteria to allow anyone in the School (staff or students) to talk with a member of this Panel and, if they so wished, take the matter further. The first members of this Panel were Mick Saunders, Anne Convery, Tricia King and Rosemary Gower. Staff Development initiatives were developed including whole School training days or half days for particular groups/areas in the School. These events varied with venue and topic. One of the initiatives were the stress-busting events which included putting pairs, table tennis, visits to a climbing wall, swimming etc. The School also persuaded Personnel (now Human Resources) that it wished to apply its Equal Opportunities Policy to the interview process to ensure fairness to all candidates. For example, instead of, for academic interviews, the candidates having lunch with the interview panel, a more informal lunch was arranged with members of staff from the School including part-time staff. Also, staff members from all areas were involved with meeting the candidates and giving feedback to members of the formal panel. These School procedures for the interview process were eventually adopted by Personnel. Academic Research and Teaching Teams were formed within the School with the intention of trying to make everything more participative. This proved productive and continues in the School today. It was also during this time that the Support Staff gained more of a 'voice' in the School and were included in discussions and committees and their opinions sought. They were also given more training (see Staff Development above). The School set up a Marketing Office to publicise the School and make the publicity brochures look more professional. Prior to this everything had been produced by outside printers and the prospectuses were rather dull and contained only factual information on what courses were available. The Marketing Office produced the information with a more glossy and up-to-date image. In January 1996 Professor David Hopkins was appointed. When he became Head of School in September 1996 he appointed three Deputy Heads: Dr Carol Hall, Mick Saunders and Dr Martin Coles. This proved to be too many and from August 1997 Carol Hall became the sole Deputy Head of School. Dr Martin Coles became Vice-Dean. Professor Gammage retired in September 1996. Around 1995 the Faculty started a Review of the Faculty Office, and about 1996 a further Review for a strategy to 'uncouple' Education and Continuing Education from the Faculty system was instigated. By November 1997 it was announced at the Faculty Board meeting that disbandment would take place at the end of the session (see Faculty of Education page for more detail).

The outcome of this was the creation of the School of Education Records Office run by Doreen Herrod which came under the temporary School managership of Ann Fletcher until a School Manager, Rachel Greatrix, was appointed. One of the School Manager's first jobs was to reorganise all the secretarial and administrative staffing to meet the Registrar's approval for the standards over the keeping of records. The Records Office was given full responsibility for the admissions, assessment and graduation areas for almost all School courses and liaised directly with the Universityâ&#x20AC;&#x2122;s Central Administration over this. The exceptions were the Research degrees which were not included in the Records Office as they were still looked after by Pam Brown and later Jackie Stevenson. The EdD was dealt with in the Records Office for the taught element and passed to the Research Office for the research component. The course administrators for the various courses dealt with the teaching needs and the organising of materials for the modules. Before this all the admissions, assessments etc for Certificates, Diplomas and Masters, were managed by various members/groups of staff, only 'handing over students' to the Faculty Office for examinations/assessment marks and degree ceremonies. Around 2003/04 the Records Office started to put the results of modules etc directly onto the University system, but the Schools marking system of Pass/Fail/Distinction did not fit with their schedules so the School had to change their marking system to a numerical one to fit with the University. Following the disbandment of the Faculty in 1997/98 the committee structure was changed. Executive Group continued to deal with all policy etc matters and fed directly into the University's meetings eg Senate (all Heads of Schools are automatically members of Senate). Teaching and Learning Committee was set up to deal with all aspects of all the courses and fed directly into the University's undergraduate and postgraduate committees. In September 1999 the School of Education moved, with the School of Continuing Education, to Jubilee Campus.

The School Office was set up by David Hopkins at this time to support all aspects of the work of the Head of School, Deputy Head of School and School Manager. 58

Around 2002/03 discussions regarding a merger between the Schools of Education and Continuing Education were underway and included how to absorb the Continuing Education records into the Education records. On 1 January 2004 the Schools of Education and Continuing Education were merged and became the School of Education. The Extra Mural side of the School of Continuing Education became the Centre for Continuing Education.

The Building, Facilities, Equipment and Support Staff The Building In 1961 the Education Building at University Park was purpose built for Education (and for a very short while Social Sciences) with input from staff as to their specific teaching needs etc. It was built on a sloping site so the main Entrance Hall from the car park at the north end was on the B Floor while the south entrance (off Cut Through Lane) was on the A Floor. Apart from all the teaching rooms and staff offices it housed a 250 seat Lecture Theatre, accessed from the Entrance Hall, a coffee bar at the other end of the entrance hall and below the coffee bar the University's Telephone Exchange. Between the outer and inner access doors of the main entrance was the Porter's Office. Across the way from the Education Building was the Staff Club (now called The Hemsley). To use the Club you had to be a member and until the late 1980s/early 1990s when membership was opened to all staff, it was for academic and academic related staff only. It was a useful facility for Education to take visitors, external examiners for lunch etc. The Club also offered B&B facilities. In 1969 recommendations were put to the University Minor Works Committee to roof over the patio area at the northern end of the Building to allow extra space in the Entrance Hall with the large number of students using the building. It was turned down, and although this was raised again, the work was never done. A plan in 1971 to convert one/two large rooms on the B Floor, south side, into a number of smaller rooms was accepted and the work completed for the start of the autumn term. In an annexe (known by staff as the 'Vic Hallam Building') next to The Orchards (number 6 on the University Park Campus map) extra space (two teaching rooms and eight personal rooms) was made available in 1975 to the School. The Vic Hallam building has long gone but The Orchards is still there. Published in Memo (which was a newsletter sent round to all staff with information relating to the School) dated 1 December 1976 it was reported that a Resources Centre Working Party had been set up which led to the establishing of a Resources Centre located in Room A21. In 1978/79 funds were granted for the conversion of the space on A floor, vacated by the Education Library, to house the Resources Centre (from A21) by the University's Minor Works programme. Work was completed and the Centre opened in 1979. The Drama Room was moved from C47 to the vacated A21 and other space alongside the new Resources Centre was adapted to create rooms for staff and technicians' storage space. Some other works carried out were: the conversion of a small room on the B Floor into a medical room for female staff, students and visitors (1987); upgrading and 59

refurbishment of the Lecture Theatre (late 1980s); the upgrading of the Foyer area to include seating and tables by the Coffee Bar (1990); the installation of a lift in the building (1994); and renovation of the noticeboards in the Building (mid-1990s). The signage around the building was poor but the University was not keen to change it so in the 1990s the School paid to have it done. There was a different colour for each floor, the two entrances labelled North Entrance and South Entrance and large signs by entrances and staircases directing people where they needed to go. When the Institute moved into the Building in 1963 the Institute and Department each had separate coffee rooms. In the 1970s there were separate coffee rooms for academic, secretarial and technical staff. It wasn't until the 1990s that all staff shared one staff room which contained comfortable chairs, pigeon holes, sink, fridge etc. When the Geography Department was housed in the Building in the early 1960s they ran a weather station. This consisted of an anometer on top of the building which spun round, a box with louvered sides with wet and dry thermometers and other instruments, and on the tower on the rail that went round it there was a â&#x20AC;&#x2DC;thingâ&#x20AC;&#x2122; that measured how much sunshine there was in a day. The technicians continued to keep the weather records long after the Geography Department departed as the PGCE staff thought it would be a useful resource for geography and possibly physics students. These records ceased being kept in the 1980s(?). From Typewriters to Computers and Secretarial and Technical Support The first steps towards the computerisation and putting students data onto computer were overseen by the Registrar's Office. The School liaised with Keith Brooks. Big green forms containing the data were gathered together and sent to an outside company to put onto computer. Before computers, all records and minutes were stored in paper format and continued to be so even after computers were used widely. Computers were introduced in the 1980s into the School. There was one for the keeping of records and one was acquired for use in the laboratories. The Acorn built and BBC machines then started to come in. Secretaries moved from using manual typewriters to electric ones to electronic ones with screentypers attached, to using computers in the early 1990s. The wordprocessing package was WordPerfect and training was given to all staff. When the University started to introduce computers for staff use, the Education Building was the first to be networked in the University's move towards electronic communication. When PCs came in, academic colleagues' secretarial support was phased out. It is interesting to note that when academics had secretarial support who were using typewriters, no more than one draft of a letter or document was produced because of all the re-typing. Students writing up a PhD, for example, would often pay secretarial staff to type them up because of the accuracy needed for this. As the School grew, demand for extra support for audio visual work, laboratory technical support, photography and computing support increased and technical staff were recruited to support these needs. In the late 1960s the first black and white video taping system was used in the School and enabled videoing and micro-teaching work to be done.

In the 1970s, when secretaries joined the University, it was quite usual for them to be moved round various Departments to gain experience of the University before being placed permanently in a Department. Secretaries working on the PGCE course, or for lecturers concerned with this course, also helped with the selection process for students wishing to join the PGCE course. This included liaising with the subject tutor(s) to arrange interviews, up to an including sending out the offer place letters. The applications would arrive from the clearing house, be logged and sorted and then passed to the secretaries to process. Short in-service courses organised by the In-service Unit created a huge amount of publicity sheets advertising the up and coming courses. This meant that each term the publicity would have to be sent to all schools (primary and secondary) and colleges of further education. In order to collate and send out this publicity, all secretaries names were included on a rota to help with this process. This involved walking round tables picking up sheets of paper and putting them into envelopes. In 1997, after much work by a Support Staff Group, the School introduced a Flexi-time system. Duplicating A major technological advance was the introduction of a Duplicating Room and photocopying machines. It was reported in Faculty Board minutes of 24 May 1968 that there had been some delay over the siting of the equipment and that a room was now ready and the machines would be moved in very soon. Prior to this, most copying work had been done using Gestetner and Banda machines. Gestetners produced thick black print with smudging all over it. Stencils/templates had to be written or typed up to use with the machines. Other Happenings ..... In the mid-1970s the School published a newsletter called Memo which was sent round to all staff with information relating to the School. It ran for about two years. A similar idea was revised in the 1990s and Newsletter was published with all sorts of information relating to the School. It ran for a few years. A small group in the 1990s organised many social events for the staff including: wine tasting; evening beetle drives and other events and most years there was a Christmas party. In 1991 ID cards were trialled. The support staff were very good at wearing them, but not so the academics.

Conclusion I have no doubt, that since the merger in 2004 there will have been many, many more changes for the School. Perhaps one day someone may care to continue the story .......?