A review and analysis of assessment objectives of academic and vocational qualifications in English further education, with particular reference to creativity
Thirty‐six per cent of 18–19‐year‐old sixth‐form and further education college leavers in the UK currently go on to university. A majority of the remaining 64% apparently go into work or work‐related training. Yet, for this latter group, as with the former, 16–19 education was supposed by the Department for Education and Employment to equip them with the skills applicable in the workplace, where a student’s ability to apply skills and knowledge in a variety of contexts—i.e. creativity—is as important as having a qualification. Creative skills, according to the Construction Industry Training Board, are key requisite skills in the workplace and also key to job and business success. This paper examines the extent to which assessment objectives in the 16–19 education curriculum in England require students to demonstrate creative skills in their work, be it class assessment or external examinations. It finds that all but two subject specifications and syllabuses (in one discipline) explicitly state creativity as an assessment objective, although a few other subject specifications (in other disciplines) required candidates to demonstrate some creative skills in their work.
A Guide to Further Education in England and Wales
This text analyzes and describes in detail the major changes that have recently taken place in further education. The book covers recent legislation which has radically changed the face of further education and describes administration and finance practice. It examines the major curricular developments whoch have occured in recent years, the nature of the major groups of students who participate in further education, and the way in which the colleges are now managed.
LABORATORY AND FIELD TESTING OF SEED SPACING UNIFORMITY FOR SUGARBEET PLANTERS
Five planter configurations were evaluated for seed spacing uniformity at three field speeds using a seed 
location method in the field and a laboratory method involving an opto-electronic sensor system. Planter seed spacing 
uniformity was described using the Coefficient of Precision (CP3) measure. Results showed that CP3 measures 
determined using the laboratory test method were significantly different from those determined using the field test method. 
This indicated the laboratory test method cannot be used to predict planter seed spacing uniformity in the field. Seed 
spacing uniformity determined in laboratory tests was higher than, or equal to, seed spacing uniformity determined in 
field tests. This indicated the laboratory test method may be useful to screen out planters or planter units with poor 
uniformity of seed metering. Field testing of the planters that perform well in laboratory tests must be conducted to 
adequately determine the seed spacing uniformity of those planters in the field. Results from laboratory and field tests 
could be useful in determining areas for improvement of planters or planter units.