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Which clippings match 'Schools' keyword pg.1 of 2
24 FEBRUARY 2013

UK National Society for Education in Art and Design

"The NSEAD's origins can be traced to 1888, when a group of art school principals recognised the need to raise the standard of art teaching and improve the status of art teachers. They founded the Society of Art Masters, which became the National Society of Art Masters early in the last century. In 1899 HRH Edward Prince of Wales became Honorary President of the Society and in 1901, as King Edward VII, he became the SAM's patron. This link with the throne lapsed upon the death of King George V in 1936.

With the development of art and crafts as part of general education, and the appointment of men and women as full–time specialist art teachers in schools, the membership was extended and, in 1944, the Society adopted the title National Society for Art Education.

Another strand of the Society's history concerns the Society for Education through Art which grew out of a framework of an institute for exploring new ideas in art and education, proposed by Henry Moore, Eric Gill, Sir Herbert Read and Alexander Barclay Russell.

The SEA itself was formed in 1940 by the amalgamation of the Art Teacher's Guild and the New Society of Art Teachers. After two years of negotiations the SEA and the NSAE merged their interests to become the National Society for Education in Art and Design in 1984. In 1995 the Association of Centres for Art and Design Teacher Education decided to merge with the Society and a Teacher Education Board was established to serve the special interests of this group. The NSAE launched the Journal of Art & Design Education (now the International Journal of Art & Design Education) in 1982 with Henry Moore as its founding patron. The Society established The Athene Trust in 1996.

Professor Sir Christopher Frayling was appointed patron of the Society in May 2002. He was joined by Sir John and Lady Frances Sorrell and by Sir Nicholas Serota in 2010 and by Professor Magdalene Odundo OBE in 2011.

In early 2009 A4, formerly the Association of Advisers and Inspectors of Art and Design took a decision to merge its interests with those of the NSEAD. The process of convergence was completed with the full implementation of a revised constitution and rules on 1st January 2010. Among other changes this merger led to the creation of an on–line special focus group for advisers, inspectors, consultants, advanced skills teachers (ASTs) and others with a particular interest in school improvement issues."


1888 • Alexander Russell • art and craftsart and educationart school • art teachers • Art Teachers Guild • art teaching • Association of Advisers and Inspectors of Art and Design • Association of Centres for Art and Design Teacher Education • AST • Christopher Frayling • Eric Gill • Frances Sorrell • general education • Henry Moore • Herbert Read • International Journal of Art and Design Education • John Sorrell • Journal of Art and Design Education • Magdalene Odundo • National Society for Art Education • National Society for Education in Art and Design • National Society of Art Masters • New Society of Art Teachers • Nicholas Serota • NSAE • NSEAD • SAM (acronym) • schools • SEA (acronym) • Society for Education through Art • Society of Art Masters • special interests group • Teacher Education Board • The Athene Trust • UK


Simon Perkins
05 AUGUST 2012

Teach and Learn Online: Die LMS die! You too PLE!

"The PLE project recognises the fundamental flaws in Virtual Learning Environments or Learning Management Systems (VLE, LMS), but falls short in its vision of an alternative. At this stage in the project it is suggesting that the PLE be a desktop application for a student (sounds a bit like my old Perfect LMS idea) or a singular portal online.

At risk of sounding like a broken record, I'll have to repeat my defining question about Internet enhanced learning, but this time in response to the PLE.

Question to the PLE: Why do we need a PLE when we already have the Internet? The Internet is my PLE, ePortfolio, VLE what ever. Thanks to blogger, bloglines, flickr, delicious, wikispaces, ourmedia, creative commons, and what ever comes next in this new Internet age, I have a strong online ID and very extensive and personalised learning environment. Actually I think the PLE idea is better envisioned by the futurist concept known as the Evolving Personalised Information Construct (EPIC). I think we already have EPIC, so why do we need the PLE?

To extend the statement: We insignificant little teachers and our out of date schools and classrooms don't need to be investing in media projects like VLEs, LMS and even PLEs. Our dam walls of knowledge have burst! and no amount of sand bagging will stop the flood that is clearly discrediting our authority over learning. Media, and with it communications, will evolve (as it certainly has in the last 50 years or more) well beyond the limitations of our classrooms, with investments and broadcast influence we can't even fathom. Why waste our precious money and time on projects that only serve to suspend our true position within that media scape. The PLE makes me think of ELGG, and it all makes me wonder why it is we educationalists still think we are even relevant anymore. The people (yes that includes us) are learning how to read and write for themselves, and in an amazing act of collective generosity, the people are teaching each other – why do they even need our classrooms... is it perhaps only credentialism that we offer? Or is it also sense of security and safety? Is it false?"

(Leigh Blackall, 13 November 2005)

Fig.1 "Lords of Graphite" by 5star (Neil Caldwell).



2005authorised voiceBlogger (software) • Bloglines • broadcast societycentralised platformclassrooms • collective generosity • Creative CommonscredentialismDeliciousdesktop application • desktop classroom • e-portfolio • educationalists • ELGG • EPIC (acronym) • ePortfolio • Evolving Personalised Information Construct • Flickrgift cultureinformation literacy • internet enhanced learning • learning and teaching • learning centre • Learning Management System • learning media • learning platform • learning portal • Leigh Blackall • LMSmedia literacymediascape • network literate • new Internet age • online portal • open Internet • Ourmedia • out of date • personalised learning environment • pervasive mediaPLEschools • singular portal online • virtual learning environmentsVLEWikispaces


Simon Perkins
10 JULY 2012

KAOSPilot: enterprising leader creating value for you and others

"The KaosPilots was founded in 1991 in Århus, Denmark. It grew out of a youth organization called the Front Runners, a truly novel initiative, who worked with cultural and social projects.

The KaosPilots is a self–governing institution comprised of two parts: the school and a consultancy. The purpose of the KaosPilots is 'positive social change through personal growth'.

The consultancy offers the same capabilities that are offered to the students to companies, NGO's and public organizations, but adapted to suit their specific need. For examples of clients please click here.

The program is a three–year long education where the focus lies upon learning by doing through client assignments, from entrepreneurs, consultants, leaders and thought leaders.

The program consists of the disciplines Creative Enterprising Design, Creative Project Design, Creative Process Design and Creative Leadership Design and the education is designed around and operates according to the values Streetwise, Risk–taking, Balance, Compassion, Real World and Playful.

Based on the written application approximately 70 individuals are invited to attend a unique three–day workshop in the spring every year. Through a variety of assignments the applicant provides information to the staff and students who in the end will select a diverse team of about 35 aspiring KaosPilots to begin the program in the fall.

According to a comprehensive survey conducted in 2005 approximately 30% of the graduated KaosPilots work as an entrepreneur.

A KaosPilot is an enterprising leader who creates value for themselves and others."

(Christer Windeløv–Lidzélius)



1991action learning • alternative action • Arhus • autonomousbusiness leaderschange • Chaos Pilots • classical education system • compassionconsultancyconsultant • create value • creative enterprise • creative enterprising design • creative leadership • creative leadership design • creative process • creative process design • creative project design • creative projectscreative thinkingcreativity in the classroom • cultural projects • Denmarkdesign thinkingdivergent thinkingeducation • educational programme • enterprising leader • entrepreneurship • Front Runners (organisation) • information and communication • innovative educational programme • KAOSPilot • Kaospilot Aarhus • knowledge constructionleadershiplearning by doing • live clients • management education • network of professionals • new jobs • new pressures • novel initiative • personal development • personal growth • playfulness • private educational programme • project management • rapidly changing society • real worldrisk-takingschools • self-designed projects • self-governing institution • social changesocial construction of knowledge • social inventiveness • social projects • streetwise • thought leaders • ways of thinkingyoung peopleyouth organisation


Simon Perkins
13 FEBRUARY 2012

UKIERI: UK-India Education and Research Initiative

"The UK India Education and Research Initiative (UKIERI) started in April 2006 with the aim of enhancing educational links between India and the UK. In the last five years, UKIERI has played a pivotal role in establishing a step change in the educational relations between the two countries. In recognition of the substantial achievements and building on the success of this initiative, the programme has been extended for 5 years from 2011 to 2016. The extension was announced by the UK Prime Minister Mr. David Cameron and Indian Prime Minister Dr. Manmohan Singh in July 2010.

Both governments have confirmed funding for UKIERI and the programme aims to now deliver systemic change by reaching out to larger numbers. It will also provide opportunities for professional and leadership development of schools, higher education institutions and vocational institutions, support partnerships and develop student mobility and skills development programmes."

(British Council)



20062016BISBritish CouncilDavid CameronDepartment for Business Innovation and Skills (BIS) • Dr. Manmohan Singh • education links • educational links • educational relations • FCO • fundinghigher education institutionsIndiainitiativeinternationalisation • MHROD • Ministry of Human Resource Development • partnershipsschools • systemic change • UK • UK India Education and Research Initiative • UK-India Education and Research Initiative • UKIERI • vocational institutions


Simon Perkins
27 DECEMBER 2010

Framework for 21st Century Learning

"The Framework presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes (a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master the multi–dimensional abilities required of them in the 21st century.

The key elements of 21st century learning are represented in the graphic and descriptions below. The graphic represents both 21st century skills student outcomes (as represented by the arches of the rainbow) and 21st century skills support systems (as represented by the pools at the bottom)."

(Partnership for 21st Century Skills)



21st century21st century literacies • career skills • communicationcreative thinkingcritical thinkingcurriculumeducation systemholisticICTICT literacyinformation in contextinformation literacy • information skills • innovation skillsknowledge constructionknowledge integrationlearninglearning and teaching • learning skills • life skills • literaciesmedia literacy • media skills • modernityNorth America • P21 • Partnership for 21st Century Skills • pedagogyproblem-solving • public education • rigourschoolssensemakingskillssocial construction of knowledgestudentteachingtechnology infrastructuretechnology skills


Simon Perkins

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