Keep working after the State Pension Age for better health, greater wealth and more happiness is the message from the Department for Work and Pensions. This advice is based on an analysis of three national surveys, the Labour Force Survey, the Family Resources Survey and the British Household Panel Study.The analysis report found that 76 per cent of men and 71 per cent of women who worked beyond State Pension Age described their health as either ‘excellent’ or ‘very good’, compared with only 50 per cent of non- workers. It also found those who continued to work longer were better off financially, with much higher percentages of workers than non- workers reported they were living comfortably and saving money. The report acknowledges that the decision to continue to work longer may be influenced by a variety of factors, such as a desire to retire at the same time as their partner.

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The Office for Standards in Education (Ofsted) and the Adult Learning Inspectorate (ALI) have started to consult on a framework for the inspection of education and training for 14-19 year olds. Local Learning and Skills Councils, Local Education Authorities and others with an interest such as headteachers and principals of colleges are invited to give their views before 12 May 2003.Ofsted has led inspections since 1999 and found standards to be generally poor, but it claims that its focus was on areas where “the challenge to raise achievement and participation was particularly acute.” The National Audit Office has also looked at the value for money provided by further education colleges. The NAO found that almost half the 3.8 million students who attend the 400 colleges fail to achieve the qualifications they are seeking. The failure rate takes into account students dropping out of courses as well as failing to achieve the required standard. The NAO also discovered that the gap between the best and worst performing colleges is extremely wide. The cost of further education to the public purse is about 3 billion pounds.

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By Karl E. WeickTheory construction is in part an exercise in ‘disciplined imagination’. One way to discipline our imaginations around the topic of organizational learning, is to pay special attention to things we forget, values we slight, goals we neglect, facts we avoid and questions we fear. Each aspect of this framework is explored in the paper through a variety of stories and examples. These include Charles Handy’s first job, fighting fires, medical diagnosis, Winston Churchill’s reflections on the fall of Singapore and the identification of dangerous viruses. These rich and evocative stories offer moments for reflection on underlying issues involved in sense-making, and provide the reader with insights into the relationship between leadership and learning.

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