By Rick Holden

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One of Dearing’s central arguments was that graduates should assume responsibility for some of their tuition costs. Dearing justified this on grounds of equity: rather than have the costs of higher education met using an “ability to pay” criterion (for example, by means of a progressive income tax system), as it had been historically, a “who benefits” criterion should be used instead. Dearing’s preferred alternative option was that student maintenance costs should be met half from a means-tested grant and half from an income contingent loan, but that a tuition fee of £1,000 (estimated as 25 percent of the average total cost of tuition) should be set, although with recourse to a loan (again means-tested, income-contingent) to defray its cost.

It enables the boys to be given a broader and more effective training than without the scheme and this training is quicker too. Forge managers are encouraged to take a greater interest in training and the committee which runs the scheme has enabled them to contribute their ideas to produce a practical scheme suited to the needs of the forges. Co-operative training 31 The future and financial arrangements Following the successful beginnings of the Forges’ scheme several working parties of managers in companies in the area are now investigating training needs in melting shops and in rolling mills.

He may be unable to apply basic principles except in an elementary way. He will be able to handle equipment and to understand the “how” of technical things without understanding the “why”. The vocational interest at adolescence in each of these student types results in increased interest and learning effort so that students who at school appeared disinterested or even backward at certain subjects, may quite suddenly show marked aptitude. The matter for investigation is how to organise technical classes so that teachers can use teaching techniques which are likely to ensure that each student directs his effort to effective technical application.

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