Secondary School Counselling in England and Canada: A Mini Comparison
Bibliographic record
Abstract
During May and June of 1970, it was my privilege to be a visiting professor at the University of Exeter in its Diploma Program in Counselling and to visit local educational authorities, colleges of education, and universities in other parts of England. At the conclusion of my stay in Exeter, I was a guest of the British Council and visited counsellor education programs at two other universities, Keele and Reading, as well as secondary school counsellors in two regionally different Local Educational Authorities-School Districts. As one who has been both a secondary school and university counsellor in Canada and the U.S.A., what were by impressions of school counselling in England? It was soon apparent to me that school counselling in England is a newcomer to the educational scene and still in its infancy. While it has many facets in common with secondary school counselling in North America, it does have some differences, particularly, in terms of the historical background in which it is being implemented. The Education Act of England and Wales, 1944 increased the length of schooling from age 14 to 15 years (in 1972-73, this will be extended to age 16), and broadened the curriculum offerings by increasing the types of programs available to students. After writing the I 1+ examination, the student enrolled at a grammar school, technical school, or modern school, depending upon his examination results and vocatioOlil plans. As the fallacy of this early and dangerous segregated streaming was soon realized, experimental programs with comprehensive secondary schools (multi-stream programs within one school) were started. The result has been that the majority of professional educators and the public have been expressing a desire for conversion of all secondary schools into comprehensive schools. Last year, prior to its defeat, the Labour Government had requested information from all Local Education Authorities regarding their plans for conversion to comprehensive secondary schools. It seemed to be the feeling of English educators that if the Labour Government had been re-elected, comprehensive schools would have been legislated. This, of course, would have been the death knell of the Direct Grammar Schools which get their funds directly from the central government and do not come under jurisdiction of the Local Educational Authorities (L.E.A.). These schools are modelled on the segregated English Public School-Eton and Harrow-and have always served an elite group but were required to allow twenty-five per cent of their enrolment space for bright students recommended by the Local Educational Authority. It is easy to realize that in order to operate an effective comprehensive school, a radical change of philosophy and commitment from that prevail-
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.010 | 0.022 |
| Science and technology studies | 0.012 | 0.002 |
| Scholarly communication | 0.008 | 0.002 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.014 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".