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Education and the Arts (The Robinson Report) (Part 2)

Further recommendations of the Robinson Report:

• Higher education institutions and cultural organisations should develop partnerships to provide accredited programmes of continuing professional development for artists and other specialists working in education.
• Training programmes for professional artists shold include courses and placements to prepare students for work in education and community projects.
• The DfEE, the TTA and OFSTED should establish a mechanism for providers of initial teacher training to bid to become centres of excellence in different specialisms. This status should be supported by additional funding and facilities.
• The DfEE through the Standards Fund, and the TTA through its funds should ensure earmarked funding for continuedprofessional development in the following areas by identifying them as priorities for support:
  1. creative teaching and learning;
  2. creative thinking skills;
  3. the arts and humanities;
  4. teaching for cultural understanding.
• The DCMS should:
  1. establish a coherent system for long-term funding for the development of education programmes by cultural organisations;
  2. ensure that cultural organisations allocate core funds to the development of parterships with the formal and informal sectors of education;
  3. ensure that the use of funding allocated to cultural organisations for education work is monitored.
• The Government should examine the feasibility of a tax incentive scheme to encourage business to provide expertise and/or direct funds for the development of creative and cultural education.
• OFSTED should conduct an audit of LEA provision for creative and cultural development, including advisory support, music services, youth music groups and theatre in education.
• The DCMS should .... co-ordinate the development of a quality assurance system for partnership between artists, arts organisations and the formal and informal education sectors.
• The DCMS in collaboration with the Arts Council and the QCA should develop .... a national arts education award scheme for schools and arts organisations centred on supporting and encouraging schools and cultural organisations to improve and extend their arts education provision.
• All cultural organisations should develop policies and programmes which relate their work to formal and informal education. Such policies should not separate 'education' from the main objectives of the organisation, but should recognise the need to engage with the wider community as a core objective.

Articles Indices:

2001
2000
1999
1998
1997

©Peter Lathan 2001