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1.
Martin Dyke 《International Journal of Lifelong Education》2013,32(4):266-275
There has been widespread discussion that a new ‘settlement’ is emerging in post‐compulsory education, a political settlement that has progressive educationists, unions, business, the Labour Party, the New Right and Government sharing a similar vision of vocational education for the 21st century. It is argued that this policy consensus is consistent with the post‐Fordist analysis of economy and that such an analysis may ‘offer bonuses to radicals’ (Kumar 1992: 66). This paper provides evidence in support of Avis (1993) that a new ‘settlement’ exists, and that a consensus has emerged in policy proposals for the rationalization of the ‘New Qualifications Framework’, a consensus in which parity of esteem between vocational and academic qualifications was central and supported by government in the introduction of the General National Vocational Qualification (GNVQ). Yet GNVQ as part of the New Qualifications Framework has been characterized as a form of tripartite education post‐16. This paper will examine the New Qualifications Framework and argue that a settlement has emerged which will facilitate further rationalization of the post‐16 curriculum, rationalization that will provide an overarching Advanced/NVQ, Level Three Award, similar to the ‘British Baccalaureate’ or ‘General Education Diploma’ of the National Commission on Education. If the New Qualifications Framework proves credible, modularization within the framework provides a key to incremental change towards comprehensive tertiary education. 相似文献
2.
George Hargraves 《British Journal of Educational Studies》2000,48(3):285-308
A significant historical role in the development of competence-based vocational qualifications in England and Wales is customarily ascribed to the 1985 to 1986 Review of Vocational Qualifications (RVQ), the body which invented the National Vocational Qualification (NVQ). This paper analyses the RVQ's internal debates. The paper demonstrates that the RVQ proposed only the general principles of a structure and an administration for a reformed vocational qualifications system. The RVQ did not address in detail either the definition of occupational competence or the curriculum and assessment models to be embodied in the NVQ. In the light of this analysis, the paper re-evaluates the role of the RVQ in the development of competence-based vocational qualifications, and suggests some potentially fruitful areas for future research. 相似文献
3.
《Journal of Vocational Education & Training》2012,64(1):3-6
ABSTRACT This paper explores the emerging settlement surrounding vocational education and training in England in the 1990s. It describes and then considers the dangers in the post‐Fordist position that argues a high skills/high trust economy/society offers emancipatory possibilities. Insufficient attention is addressed to the way post‐Fordist concerns are lodged within capitalist social relations oriented to capital accumulation. Educational practices placed within these relations can easily lose their radicalism and sit readily alongside the concerns of curriculum modernisers who are wedded to capitalist rejuvenation. 相似文献
4.
Roy Fisher 《Curriculum Journal》2013,24(2):253-277
This article provides an account of ‘three generations’ of the Business Education Council (BEC)/Business and Technician (later Technology) Education Council (BTEC) curriculum as implemented in further education colleges between 1979 and 1992. There is discussion of aspects of the underlying philosophy of BEC/BTEC, the structure and content of the programmes, skills, assessment, work experience, learning strategies, and aspects of monitoring and quality control. It is argued that BEC/BTEC, through a form of vocational progressivism, successfully transformed pedagogic practices in FE during the 1980s. The advent of the National Council for Vocational Qualifications, however, and the subsequent introduction of General Advanced Vocational Qualifications in 1993 effectively marked the end of the ‘BEC/BTEC’ era and the establishment of a more directly instrumentalist approach to vocational education. 相似文献
5.
Alison Wolf 《Assessment in Education: Principles, Policy & Practice》1998,5(3):413-445
The National Council for Vocational Qualifications established assessment procedures for qualifications in England, Wales and Northern Ireland in which portfolios play a central role. The relevant qualifications (National Vocational Qualifications and General National Vocational Qualifications) have been taken by large numbers of young people in upper secondary schooling, and young people and adults in work or in government training schemes; and are intended to have labour market currency and to provide routes into further and higher education. The use of portfolios derives from a commitment to direct and comprehensive assessment of the whole ‘syllabus’, but also from a belief in certain pedagogical approaches and in enhancing students' independence and initiative. There is evidence that the approach has affected learning styles, but major problems have arisen relating to the manageability of the approach and the reliability of assessor judgements. 相似文献
6.
《Journal of Further & Higher Education》2012,36(2):185-195
Abstract Post‐compulsory teacher training in England has been under review, and standards developed by the Further Education Staff Development Forum were to be launched in January 1999 as a precursor to a mandatory qualification for teachers in further education in England and Wales. Until now, many further education colleges have worked in partnership with higher education institutions to run Certificate in Education programmes, which aim to develop both practical teaching skills and critical knowledge and understanding of teaching and learning in a post‐compulsory context. A review of one such programme is outlined here. In a context where further education teachers must help to widen participation and promote lifelong learning, it is argued that any new arrangements for initial teacher training and continuing professional development need to include ‘competence’ in the practical skills involved in teaching and learning, but must also go beyond this, and aim to develop critical knowledge and understanding of the changing context in which staff work. It is argued that turning the new Further Education National Training Organisation standards for further education teachers in England and Wales into a National Vocational Qualification (NVQ) is inadequate to this task. A strengthened partnership between further and higher education providers to develop more robust and coherent approaches to professional capability is advocated. 相似文献
7.
Tilting at Windmills: the problems of challenging the National Council for Vocational Qualifications
Terry Hyland 《Educational studies》1994,20(2):251-265
The recent Smithers critique of the role of the National Council for Vocational Qualifications (NCVQ) has opened up the debate about the effectiveness of this system for achieving the current goals of upgrading vocational studies and reforming the 14‐19 curriculum. It is argued that, although Smithers is broadly correct in his attack on the NCVQ, there are some areas of ambiguity and also ways in which the critique fails to capture the full scope of the problems. The nature and full implications of the inappropriateness of the NCVQ enterprise is illustrated through an examination of the main weaknesses of National Vocational Qualifications (NVQs) and the competence‐based education and training (CBET) strategy which underpins them and, in particular, by reviewing some specific problems of learning and assessment and the findings of a number of recent critical studies. In view of the seriousness of these shortcomings of the NCVQ system it is suggested that perhaps the only genuine solution to the current difficulties lies in the recommendations of the 1993 National Commission on Education report for the abolition of the present system of academic and vocational qualifications. 相似文献
8.
Terry Hyland 《Educational studies》1998,24(3):369-380
At a time when Britain's vocational education and training (VET) system and vocational qualifications are undergoing a major review and restructuring in response to critical reports about the model established under the former National Council for Vocational Qualifications, the British Council and associated agencies is currently trying to market National Vocational Qualifications (NVQs) overseas. The chief weaknesses and failings of NVQs and the competence‐based education and training (CBET) system on which they are based are outlined in terms of assessment anomalies and the needs of firms, trainees and employers. Since these shortcomings are so so serious, it is suggested that‐‐until they have been remedied through the current reforms under the aegis of the new Qualifications and Curriculum Authority‐‐it is ethically unjustifiable to export a failed VET system to countries which may be unaware of the critical research surrounding NVQs and CBET. 相似文献
9.
Terry Hyland 《Educational studies》1991,17(1):77-87
The impact of the enterprise culture on education has resulted in a closer identification with industrial and economic activity. This has brought about an ideological and value shift which has given primacy to the efficiency of the education system in meeting the needs of the economy, and a corresponding vocationalising of the curriculum to serve this process. Competence‐based learning, popularised through National Vocational Qualifications, has aided this process and now shows signs of filtering down from the post‐compulsory to the school sector. A critique of the trend towards vocationalism and competency is put forward, along with a critical examination of recent attempts to provide an ethical justification of the enterprise ethos in education. 相似文献
10.
The success of the New Deal policies of the current Labour administration – particularly the Welfare to Work and University for Industry initiatives – will depend crucially on the co-operation of the vital small and medium-sized enterprises (SME) sector of British industry. In turn, the reaction of small employers to the new policies will be structured by the national vocational education and training (VET) efforts and the vocational qualifications system. Against the background of our recent research on SMEs in the West Midlands region, we argue that the New Deal policies will fail to engage with SME needs and interests unless the new Qualifications and Curriculum Authority (QCA) effectively abandons the old agenda of the former National Council for Vocational Qualifications (NCVQ) in its ongoing restructuring and radical review of issues and policies for VET. 相似文献
11.
The paper provides a comparative analysis of the take-up and usage of National Vocational Qualifications within two constituent countries in the UK (Scotland and England). The methodology of the study is based upon the use of the quarterly Labour Force Survey for spring 1998 and extensive case study material. The research suggests that Scotland under-performs in the take-up of national vocational qualifications in comparison with England. However, the paper argues that this is not a cause for concern and that it should be seen as a positive outcome indicating a higher level of educational achievement and a better mix between job opportunities and labour market skills. The research evidence also suggests that social class, gender and spatiality largely determine participation levels in work-based, post-16 education and training. Finally, it is argued that intra-national comparisons between nation states in the UK can be misleading in arriving at meaningful policy measures in vocational education. A regional analysis both within a constituent country of the UK and across such constituent countries may be more helpful in arriving at a broader socio-economic solution to what are perceived as local problems. 相似文献
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14.
Terry Hyland 《Cambridge Journal of Education》1994,24(2):233-243
Although criticism of the competence‐based education (CBE) strategy which underpins National Vocational Qualifications (NVQs) has grown in recent years, this still receives considerably less emphasis than the general approval and public endorsement of the National Council for Vocational Qualifications (NCVQ) framework at all levels of the system. An aspect of the implementation of NVQs which merits closer attention is the apparent mismatch between the behaviourist‐inspired NVQ system and the dominant modes of learning and teaching in post‐school education derived from the experiential tradition. This relationship is explored in theoretical terms, by examining the concept of CBE against the background of experiential learning theory, and also in terms of empirical research in the field, including an on‐going Warwick University study of the implementation of NVQs in local FE colleges in the areas of catering, business studies and hairdressing. It is suggested that, in spite of the fact that many FE lecturers have managed to accommodate competence outcomes within their preferred approaches to learning, the tensions are such that an exclusive concern with performance outcomes must inevitably thwart and frustrate the objectives and project of experiential learning. The NVQ framework is ill‐equipped to provide the necessary foundation for post‐16 curriculum reform along the lines currently being proposed by almost all relevant agencies. The recently introduced general NVQs (GNVQs), however, can be seen as a means of remedying some of the key problems of NVQs and may help to establish a more solid basis for the desired reforms in vocational education and training. 相似文献
15.
为提供技术熟练和合格的劳动力,巴基斯坦国家职业技术培训委员会颁布了“国家职业资格框架”。作为一种国家资格证书制度,该框架旨在满足巴基斯坦的行业需求和提高职业教育的质量,并为职业资格的分类和分级、进入和获得、等值和转换、学分积累、先前学习认定以及职业教育的发展途径等提供国家政策和指导方针,促使巴基斯坦建立一个连贯的国家职业教育资格体系。 相似文献
16.
《Journal of Education & Work》2012,25(2):28-40
Abstract This paper presents an interim report on research into the influence of the European Communities (EC) on the emergence of competence‐based models of vocational training in England and Wales between 1979 and 1987. Interactions between the development of the New Training Initiative objectives and the development of EC vocational training policy are analysed. Similarities between EC training levels and the National Vocational Qualification (NVQ) training levels proposed by the Review of Vocational Qualifications are examined. These issues are so neglected in the official literature that, rather than present a definitive account, this paper outlines an agenda for further research intended to deepen our understanding of the historical, political milieu from which competence‐based vocational training emerged. 相似文献
17.
Michael Duffy Headteacher 《Curriculum Journal》2013,24(1):11-19
Abstract Business studies has enjoyed a remarkable change of status in the 14‐18 school curriculum since 1986. This change has been interpreted by Williams and Yeomans (1994) as a case of the ‘new vocationalism’ put into practice. It is argued here that this transformation has been rather more complex. If a school subject changes its status in the academic/vocational spectrum it is pertinent to ask whether this is a sign of an overall change in the curriculum (e.g. the ‘new vocationalism') or the development of a single subject title within a broadly static curriculum structure and philosophy. These alternatives are summarized and the recent history of business studies is reviewed. It is suggested that the changing status of business studies reflects the way in which it has successfully responded to the academic values which dominate the secondary school curriculum in England and Wales. However, it has achieved this transformation while, according to a deputy head interviewed in this study, retaining the image of being ‘vaguely vocational’. This ambiguity has enabled the subject to flourish in vocational (GNVQ) as well as academic (A level) contexts, but it leaves it vulnerable in each sphere. GNVQ advanced business1 teaching in schools can bear a very close resemblance to A level teaching, prompting the question of whether a ‘vocational course’ is really providing a distinctively relevant preparation for future employment. The association of business studies with the vocational curriculum leaves its academic credentials under question. 相似文献
18.
Competence, Knowledge and Education 总被引：2，自引：0，他引：2
TERRY HYLAND 《Journal of Philosophy of Education》1993,27(1):57-68
Since the establishment of the National Council for Vocational Qualfications (NCVQ) in 1986, the influence of the competence-based approach, which underpins National Vocational Qualifications (NVQs), has spread beyond its original remit and now extends into schools and higher education. Competence strategies are criticised for their conceptual imprecision and their behaviourist, foundation. More significantly, it is argued that the competence approach displays confusion and incoherence in its interpretation and use of the ideas of 'knowledge' and 'understanding', and so should be challenged and resisted by educators committed to these values. 相似文献
19.
James Avis 《教育政策杂志》2013,28(2):251-263
This paper explores the new conditions and ideational framework within which post‐compulsory education and training is placed in England and Wales. It does so by examining the impact of ideas derived from post‐Fordist analyses and stakeholding theory as well as the arguments put forward by left modernizers. It seeks to consider the limits and possibilities that surround these ideas which have provided a new inflection or accenting of educational policy. This accenting connects a concern with social inclusion and cohesion to global competitiveness. The paper concludes by suggesting that the project of left modernizers is seriously compromised through its entrapment within a capitalist logic, but that nevertheless the potential for struggle remains within the contradictions of the discourse and rhetoric surrounding educational policy. 相似文献
20.
This paper presents a theoretical critique of citizenship education in England and Wales, as a means of raising pedagogical considerations for teachers, and policy issues for curriculum makers and planners. Drawing on a range of recent empirical studies, we construct an analysis of practice and suggest that differences between dominant models of citizenship in England and Wales owe much to their histories. We suggest that such differences create opportunities for new curriculum‐making practices as well as democratic possibilities in the context of citizenship education, at a time when curricula in both England and Wales are under revision. Considering school councils/forums as an exemplar of practice common to both contexts, we question the wisdom of schools employing a narrow conception of active citizenship, via forums, in order to demonstrate they are satisfying the relevant requirements of the Order for Citizenship in England, and aspects of the Personal and Social Education curriculum in Wales. While the exemplars are both from the UK context the arguments apply beyond these borders and to more general concerns regarding the development of global citizenship. 相似文献