104
The developments
that
stemmed
froι
these aims form a substantial
part of the research to be presented in the thesis but here attention
is drawn to the radical and substantial nature of the change. In
an important sense the Sussex scheme and the Alternative Course
emphasise
a crucial
dimension of partnership - the necessity for
it to be able to develop and grow.
The change is
multi-dimensional
and cannot take place for one insti-
tution or set of participants and not the other. At least as crucial
is time to plan
to develop
to experiment and
to evaluate and none
of these stages should be omitted in
the professional haste to meet
imposed timetables.
The study of the Sussex scheme concluded with reference to signi-
ficant developments in the course after the period of the research.
Here they are referred to in relation to the Alternative Course
for it is likely that they refer to dimensions of change and develop-
ment that are a part of partnership.
They
emphasised the
under-resourcing
the school-based
part of
the
scheme and this
is related to the finding
that the
proposed
in-service elements
the scheme did not
come
into being during
of the research. This points to a
dual
aspect of funding
both to establish new modes of professional
practice and to suport
establishment and development. Awareness of the limitations
of any scheme that relies on the funding of only one of the partners
underpinned
recent development in
Alternative Course practice
with regard
to
the Establishment of
Teacher-Tutor Scheme. With
no guarantee
continued satisfactory
funding its aims are suitably
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