Education And Training Post 16 In The 1990s PDF Download

Education reform in Great Britain during the last 15 years has been piecemeal, and all the pieces are not yet in place for broad and balanced post-16 education. The last 10 years of debate have achieved much common ground among the goals perceived by government, industry, and education. Three major ways of looking at the post-16 curriculum have emerged: the triple track, the all in, and the broad continuum. Some more detailed developments have also been taking place within the 16-19 curriculum: National Vocational Qualifications, General National Vocational Qualifications, education and training targets, core skills, records of achievement, credit accumulation and transfer, modularization, and the place of coursework. Closely related to curriculum development are the delivery of learning and assessment. An increasing use of more flexible approaches to learning is an important element in effective curricular change. Modular developments have, in turn, opened the way for continuous assessment, recognition of partial achievement, and construction of a framework for credit accumulation and transfer. Clear progression must be ensured from school to postcompulsory education and training at 16. Suggestions for a practical program for the 1990s can be grouped into the starting point, institutional practice, and modifications required nationally. A national curriculum must be developed that delivers both breadth and balance through post-16 education and training. (Contains 22 references.) (YLB)