ISSN:0958-5176    

DOI:10.1080/0958517940050301

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

ISSN:0958-5176    

DOI:10.1080/0958517940050302

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

SUMMARYThis paper explores the influence of two government departments, the Department of Employment and the Department of Education and Science (now the Department for Education), on post‐16 provision during the last decade. In acknowledging the underlying move to vocationalizing the post‐16 curriculum and processes, two new concepts are introduced for distinguishing those policies intended for the short‐term control of entry to the labour market,regulatory vocationalism,and those longer‐term policies ofanticipatory vocationalismintended to raise the skill and knowledge base of the workforce for an uncertain and highly competitive economic and employment future. The paper examines the main instruments of policy fromA New Training Initiative: A Programme for Action(DE/DES, 1981) toEducation and Training for the 21st Century(DES/DE, 1991), arguing that over the decade it has been the immediate social and political contexts which have largely determined policy towards post‐16 provision and therefore led to a period of superficially episodic initiatives. However, it is further argued that whereas the rhetoric of policy is shifting towards a longer‐term vision, the changes in education and training infrastructure are only compatible with short‐term concerns.

ISSN:0958-5176    

DOI:10.1080/0958517940050303

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

ISSN:0958-5176    

DOI:10.1080/0958517940050304

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

摘要:

SUMMARYGeneral National Vocational Qualifications (GNVQs) have been introduced by the British government to complete post‐16 education and training provision. They are intended to be a bridge between Advanced Levels and National Vocational Qualifications (NVQs), and to provide a vocational education of equivalent status to A levels. Using business as an exemplar, we examine the contextual position of GNVQs, especially in relation to A levels and NVQs. We identify three related problems–status equivalence, links with other qualifications and progression routes. We suggest that, in striving for status equivalence, GNVQ is being pulled closer to A level, and is increasingly distanced from NVQs. Moreover, despite much recent effort, progression from GNVQ to university remains problematic, while little attention has been given to the arguably more significant problems of progression to employment. We conclude that GNVQ is being expected to do an impossible job, and that changes to Advanced Level are also needed if a coherent post‐16 educational provision is to be developed.

ISSN:0958-5176    

DOI:10.1080/0958517940050305

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

ISSN:0958-5176    

DOI:10.1080/0958517940050306

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

ISSN:0958-5176    

DOI:10.1080/0958517940050307

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

ISSN:0958-5176    

DOI:10.1080/0958517940050308

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

ISSN:0958-5176    

DOI:10.1080/0958517940050309

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY

ISSN:0958-5176    

DOI:10.1080/0958517940050310

出版商:Taylor&Francis Group    

年代:2006

数据来源: WILEY