The name is absent

university tutor in the school remained unchanged. The

despite financial provision and negotiated school and local Author-

ity arrangements still found that the part of the scheme which

anticipated teachers working alongside university tutors and students
at the training institute failed to develop. Both indicate the very
real difficulties that stand in the way of change. Within the Insti-

because of their expertise in relation to subject.

operated and operates very differently between and even within depart

and the possibility that particular schools have to release staff

to work with students in school or in the Institute. Within the

Alternative Course once the students were regularly in school the
group required a teacher tutor who could also relatet to their non-
subject specific concerns and who could locate them more widely iɪ
the development of the school. Beginning from the appointment ol
visiting tutors who were clearly involved in the group’s non-subjec
work various forms of relationship evolved which suited the particulc
school, visiting tutor and the group. The inadequacy of the singl∣

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