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Author: Great Britain: Parliament: House of Commons: Education and Skills Committee Publisher: The Stationery Office ISBN: 9780215036032 Category : Political Science Languages : en Pages : 448
Book Description
Post-16 Skills : Ninth report of session 2006-07, Vol. 2: Oral and written Evidence
Author: Great Britain: Parliament: House of Commons: Education and Skills Committee Publisher: The Stationery Office ISBN: 9780215036032 Category : Political Science Languages : en Pages : 448
Book Description
Post-16 Skills : Ninth report of session 2006-07, Vol. 2: Oral and written Evidence
Author: Alison Wolf Publisher: Penguin UK ISBN: 0141935669 Category : Business & Economics Languages : en Pages : 265
Book Description
"Education, education, education" has become an obsession for politicians and the public alike. It is seen as an economic panacea: an engine for growth and prosperity. But is there a link between increased spending on higher eductaion and economicgrowth? Professor Alison Wolf takes a critical look at successive governments' education policy and challenges many of the tenets of received wisdom: there are no economic reasons for spending more on higher education in order to stimulate growth. The conclusion of this devastating book is that a large proportion of the billions poured into vocational training and university provision might be better spent on teaching the basics at primary school.
Author: Alison Wolf Publisher: McGraw-Hill Education (UK) ISBN: 0335233198 Category : Education Languages : en Pages : 177
Book Description
Competence-based assessment is the cornerstone of the UK Government's reforms of vocational training and of non-academic full-time education post-16. Australia has adopted similar policies, and there is considerable interest in the notion of 'competence' in both Europe and North America. Alison Wolf describes the main characteristics of the competence-based approach as it has emerged in the UK, and traces its origins in American experimental programmes of the 1970s. The arguments for the approach are discussed in detail. Many of these arguments derive from the demonstrable limitations of more conventional assessment, especially in predicting work performance. She then analyses the theoretical assumptions which competence-based assessment shares with the criterion-referenced movement as a whole, distinguishing clearly between those claims which can be sustained and those which cannot. She also synthesizes the growing body of evidence on implementation. Many lessons have now been learned about whether and how one can establish a workable, robust and reliable competence-based system. It has become evident both that the preconditions for success are often missing, and that, if they are ignored, competence-based 'reforms' may have largely negative consequences. The final chapter reviews the prospects for competence-based awards, and offers some conclusions on what is essential to a competence-based approach.
Author: Great Britain: Parliament: House of Commons: Education and Skills Committee
Author: Great Britain: Parliament: House of Commons: Education and Skills Committee
Author: Prue Huddleston
Author: Alison Wolf
Author: Alison Wolf
Author: Alison Wolf
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Author: Association of Accounting Technicians Staff
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