It is widely agreed that the post-16 curriculum in England and Wales is inadequate, mainly due to the successive reforms of various governments.
YTS was a reaction to problems of youth unemployment, CPVE and BTEC embraced a 'broad' concept of vocationalism, and even with the introduction of NVQ and GNVQ the A-level retains its gold-standard in the eyes of many. The post-16 curriculum that has emerged is hardly coherent. So how can teachers translate an externally imposed curriculum into a meaningful learning experience for students?
Drawing on solid research in post-16 education, this book makes explicit the nature of flaws in policy, and provides an account of how teachers and students construct their roles. It puts forward the case for a radical reappraisal and identifies appropriate aims and organising principles for a post-16 curriculum for the future.
Martin Bloomer is currently Dean of the Faculty of Education at Exeter University.
|The Context of Educational Practice||p. 13|
|Knowledge and the Prescription of Learning Opportunities||p. 38|
|Knowledge and Learning in Practice||p. 63|
|Knowledge and Learning in Practice||p. 88|
|Knowledge and Learning in Practice||p. 116|
|Studentship and Learning Careers||p. 137|
|Towards a Reconstruction of the Post-16 Curriculum||p. 157|
|Towards a Curriculum for the Future||p. 182|
|Table of Contents provided by Publisher. All Rights Reserved.|
Number Of Pages: 236
Published: 9th October 1997
Publisher: Taylor & Francis Ltd
Country of Publication: GB
Dimensions (cm): 23.5 x 15.9 x 1.2
Weight (kg): 0.45
Edition Number: 1