Academic literature on the topic 'General certificate of educationexamination (Great Britain)'

The perceived benefits of graded examinations are compared with the actual benefits that they bring and are then weighed against the more general and widely accepted desirable outcomes of musical education in Great Britain. The syllabus of a typical graded examination is analysed in some detail and the conclusions drawn suggest that the time-honoured format of graded examinations serves only some of the musical needs of pupils. Some radical suggestions for up-dating examinations are discussed.This article is based on some of the materials prepared for the certificate course: Music Teaching in Private Practice to be mounted by the University of Reading Department of Arts and Humanities in Education in collaboration with the Incorporated Society of Musicians.

Purpose: The aim of this publication is to present the most important aspects of using smoke and carbon monoxide detectors intended for households or similar residential facilities as well as to indicate the advantages and disadvantages of the adopted system solutions that affect the number of detectors installed in this kind of buildings. The article aims to present the issues related to the Integrated Qualifications System (ZSK), i.e. newly developed market qualification, dedicated to installers and maintenance technicians of smoke and carbon monoxide detectors. Introduction: Smoke and carbon monoxide detectors for early detection of existing threats such as fires or escaping carbon monoxide are an important element of fire protection, dedicated primarily to owners of residential buildings. In many countries in the EU it is obligatory to install detectors in homes, whereas at the moment in Poland the only aspect regulated legally is the obligation of the manufacturer of these products to obtain a certificate. Since 2016, the ZSK has been operating in Poland, in which in 2019 the qualifications of installers/maintenance technicians of smoke and carbon monoxide detectors were distinguished. As a result, a person with a market qualification certificate is prepared for independent installation and maintenance of fire safety monitoring devices Methodology: As part of the research process, theoretical research was used, such as: analysis of literature and legal documents, synthesis, general- ization, inference, comparison and analogy. As part of the research, documents from such countries as Poland, Great Britain (mainly England), Germany and France were analysed. The selection of individual countries was guided by the level of development of these systems in a given country and the availability of source documents Conclusions: The presented analysis of the requirements for the installation of the smoke and carbon monoxide detectors shows how different the ap- proach is regarding the use of this type of devices. Depending on experiences and the administrative structure of a given country, a variety of regulations, whether legal or normative, can be discerned in the use of smoke and carbon monoxide detectors. ZSK is a well-described system of formal organization and classification of competences and offers the public services at the highest possible quality level. It is also a partial solution to the problem of installing detectors. However, it is necessary to regulate this issue from the legal level, as it was the case in other EU countries, where the installation of detectors in homes is obligatory. Such action will contribute to reducing the victims of fires or inhalation of toxic gases (carbon monoxide) Keywords: Integrated Qualifications System (ZSK), smoke alarm detector, electrical apparatus for the detection of carbon monoxide, carbon monoxide, residential buildings Type of article: review article

The international drive among western countries to shift from industrial to knowledge economies has focussed considerable attention on education. United Kingdom government educational policy, influenced by the global knowledge economy, has shifted responsibility for learning work skills from the workplace to schooling and post-compulsory education. Government policy emphasises the importance of education's role in preparing students with the skills, knowledge and understanding required to enhance the United Kingdom's competitiveness in the global market. In contrast to the work-related emphasis of the wider educational context, music education emphasises the enrichment of experience. The value of music education is related to people's needs, and the functions it performs in their lives. Music education should be transformative, creative, enriching and relevant. Participation in music education is motivated by the intrinsic satisfaction of making music, rather than the extrinsic need for work-related competencies and qualifications. Music education competes for students with other subjects in the educational marketplace when the music curriculum ceases to be compulsory at age fifteen. Therefore, it is important to understand how students relate not only to music education, but also to the wider work-related educational context in which their subject participation choices are made. Therefore, the purposes of this study are twofold: (1) to establish an overview of how students perceive music education and the factors that influence their enrolment intentions, and (2) to establish an overview of how students perceive music within the wider context of education. Statements were chosen that were considered representative of the rationales for education presented by the government and the music education community. Questionnaires and interviews were developed using the statements, and were ii administered to a random sample of Year Nine and Ten (GCSE Music and non - GCSE Music) students Music was not a relevant subject for most students. However, the perceptions of a small percentage of students (mainly Music students) did find music education relevant in the ways the literature suggested it should be. The most common influences on enrolment were perceptions of ability and enjoyment (or lack of). Despite the strong emphasis on work-related skills and qualifications in the wider educational context, students generally agreed that Music was a subject better suited to enhancing life and lifestyle than career options. However, reflecting the wider educational context, Music was perceived as being more careers/future study orientated than transformative, creative, enriching and relevant.