n.a. (2001). Interrogating pedagogies:. Oxford: Archaeopress.

discusses archaeology in higher education. Suggests problems with the current trends, including: the reduction of practical training; student fees, which are seen to have reduced fieldwork opportunities and mature student applications; quality control assessments, which are suggested to have restricted the flexibility of the syllabuses and increased paperwork; pressure from research councils; and the devaluation of PhD's

provides an introduction to the background, roles and remits of the Learning and Teaching Support Network (LTSN) Subject Centre for History, Classics and Archaeology. Presents the results of a survey designed to gain an overview of current teaching practices in archaeology and the needs of teaching staff

suggests: that university courses remain wide ranging in subject matter, but at the same time provide students with the necessary skills to obtain employment as field archaeologists; that assessment of practical skills should form part of the final degree result; and that degree courses should include an overview of the organisations involved in British archaeology

offers a personal perspective on the background to, and aims of, the `benchmarking' document

presents a personal view of archaeological teaching of heritage management. Suggests that the academy should aim to train students for jobs by providing vocational courses in archaeology

an example of a `learning contract'

offers a perspective on the Quality Assurance Agency's `subject review'