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.
Integrating a creativity, innovation, and design studio within an academic library

Purpose
The purpose of this paper is to describe the efforts to set up a creativity, innovation, and design (CID) studio within an academic library. This paper will describe the reasons for creating a CID studio, assessment of the pilot study, and next steps.


Design/methodology/approach
The assessment used surveys, interviews, focus groups and observations of students and faculty to determine how well the CID fits into the library.


Findings
Initial findings indicate that the CID studio is a good fit within the library space as learning activities in it support collaboration, discovery, and integration of library services. However, noise issues, equipment needs, and expansion of space are key future needs.


Research limitations/implications
As libraries move from simple repositories of information to places of learning and collaboration, a CID studio space provides an opportunity to integrate learning opportunities with library services.


Originality/value
Through the first iteration, the CID has a unique and purposeful place within an academic library. It provides the opportunity for greater integration of library services. However, future iterations need to address key issues of space, equipment, and noise.

Why Aren't They Here? Student absenteeism in a further education college
Fifteen different types of reasons for student absenteeism are investigated. Factors to do with courses and teachers are found to be the least significant. There is some evidence that students’ general degree of commitment to education may be the most important factor related to levels of absenteeism.