ESCalate Bulletin No. 18 (1 April 2004)


  1. FDTL Phase 5
  2. CETL
  3. Small Grant Scheme, January bidding round
  4. TEAK Project
  5. Employability
  6. Book Reviews
  7. External Examiners

FDTL Phase 5

ESCalate gave professional advice to a substantial number of bidders during the first stage of bids for Funding for Development of Teaching and Learning. Fifteen Education-related bids have successfully passed through to stage 2. Bidders are preparing their final bids prior to the 30 April closing date. Brian Marshall, Oxford Brookes- ESCalate has led this process.

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Centres of Excellence will have a large impact on the work of the Academy. ESCalate is currently negotiating with bidders on the role that we can play to support Centres when they become established. The strongest bids will clearly demonstrate how they have already left their mark on the sector by engaging the community in discussion and practice that has led to improvements in teaching and learning. Successful bidders will have shown how engagement with the wider community will continue. Part of the role of ESCalate within the Academy will include a range of active partnerships with Centres of Excellence.

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Small Grant Scheme, January bidding round

We continue to receive bids of a very high standard. We made 7 awards to collaborative projects with leads in Wales, Northern Ireland and England. New bidding round

The new round is now open until 31 May 2004. Grants are intended to encourage the exchange and dissemination of good practice within Education and Continuing Education. For further information regarding the scheme, including an application form and details of current awards, please visit

Small Grant Scheme brochures containing details of small grant projects 2000-2003 are available from

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TEAK Project

Queen's University, Belfast is the venue for the fourth and final dissemination conference on Tackling Educational Complexity across the UK. Focusing on changes to policy and practice, the TEAK project aims to capture and disseminate the increasing diversity in education and show how these changes have impacted on the work of education departments.

The project will generate a range of resources, including a database of experts and contacts, available through a website.

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Employability isn't an issue for Education graduates, is it?. They always get jobs don't they? But what about the increasing number on Education courses with no vocational element? What do these graduates do? Not all of them want to go into teaching. That's why they chose to do a degree without QTS (qualified teacher status). How do employers view their qualifications? What do they need to do to secure that perfect job? And what are the career prospects?

This HEFCE / ESCalate funded project is examining the employability of graduates at one English post-92 institution. A detailed student survey of nearly 130 undergraduates has been conducted and the study will be continued through focus groups and a student workshop later this month. For more information on student employability, click the projects tab on the generic centre website

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Book Reviews

Reviewing books continues to be a popular pastime for our constituents. We have already received 20 book reviews since January. Canterbury Christ Church University College has been most prolific so far this year, providing 4 reviews, and Middlesex University a close second with 3. Furthermore, a staggering 97 new reviews were added to the website in 2003! We hope you find this section of the website a useful resource and we welcome feedback.

Interested in reviewing a book? Email for our current list of titles. A recent delivery of new books includes the following titles:
Empowering Researchers In Further Education
Writing Your Thesis
Learning To Teach English In The Secondary School: A
Companion To School Experience
Assessing Quality In The Early Years: Early Childhood
Environmental Rating Scale
Governing Children, Families And Education: Restructuring the Welfare State

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External Examiners

ESCalate is convening a focus group to look at ways of supporting external examiners and creating resources. Comments from external examiners and others about issues and perceived needs can be sent by email to
The first meeting of the focus group is planned for later this academic year, with further meetings throughout 2004-05. This work is in addition to a large research project being carried out by the Generic Centre. Details can be found on the generic centre projects page.

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