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Author: Inspectorate of Schools (England) Publisher: ISBN: 9780113500468 Category : Education Languages : en Pages : 43
Book Description
This report reveals that students' responses to GNVQs have been overwhelmingly positive and that standards of achievement in the Advanced GNVQ work inspected were generally satisfactory or better. Standards of work at Intermediate GNVQ, however, were much more variable and the Inspectors recommend that work on further improving GNVQs needs to be taken forward quickly. The report identifies a number of issues for attention and action that needs to be taken by the NCVQ, BTEC, City and Guilds and the RSA Examinations Board.
Author: Inspectorate of Schools (England) Publisher: ISBN: 9780113500468 Category : Education Languages : en Pages : 43
Book Description
This report reveals that students' responses to GNVQs have been overwhelmingly positive and that standards of achievement in the Advanced GNVQ work inspected were generally satisfactory or better. Standards of work at Intermediate GNVQ, however, were much more variable and the Inspectors recommend that work on further improving GNVQs needs to be taken forward quickly. The report identifies a number of issues for attention and action that needs to be taken by the NCVQ, BTEC, City and Guilds and the RSA Examinations Board.
Author: Ros Ollin Publisher: Routledge ISBN: 1135362181 Category : Education Languages : en Pages : 225
Book Description
This work provides a guide to GNVQ assessor units that teachers must work towards, and is directly linked to the teacher's role in the planning and implementation of GNVQs. It provides examples and case studies across a number of different occupational areas.
Author: Publisher: ISBN: 9781853383687 Category : Education Languages : en Pages : 56
Book Description
A project examined how General National Vocational Qualifications (GNVQs) are evolving and how far their development is in line with the objectives originally set out for them by the government. Information was collected from institutions in England, Wales, and Northern Ireland, which began offering GNVQs in 1993-94. The survey examined the five subject areas generally available to centers: art and design, business, health and social care, leisure and tourism, and manufacturing. Data were collected on Intermediate and Advanced GNVQs. Detailed responses were obtained from 156 centers and 1,103 students. Findings indicated major differences between schools, further education (FE) colleges, and sixth-form colleges in the sort of GNVQ programs offered. The most popular area of study was business. Centers chose to offer GNVQs because the government was perceived to be phasing out older awards. The rapid growth of GNVQ enrollments reflected a major change in young people's educational aspirations rather than any characteristics of the awards themselves. Very large numbers of GNVQ students aspired to higher education. The actual qualifications of the current Advanced GNVQ cohort differed substantially from those given by centers as their official entry criteria. Approaches to core skills teaching were extremely variable. GNVQs seemed to be evolving very much as an educational rather than vocational award. (Twenty-seven resources for further reading are listed.) (YLB)
Author: Peter Raggatt Publisher: Routledge ISBN: 1135701768 Category : Education Languages : en Pages : 238
Book Description
During the 1980s and 1990s the elaboration of a reformed system of vocational qualifications was perhaps the most controversial of all the governments efforts to improve the provision of vocational education and training. Based largely on interviews with nearly 100 individuals who were closely involved with these reforms, this book provides an in-depth account of the origins, development and implementation of NVQ and GNVQ policies. In accounting for the progress of vocational qualifications policy three main areas are covered by the book. Firstly the authors look at the origins of the reformed system, then examine the initial implementation of the NVQ and GNVQ policies in the late 1980s and early 1990s and identify the considerable problems that accompanied the reform process. Thirdly, the book focuses on the ways in which the reformed policy was sustained during the 1990s.
Author: OECD Publisher: OECD Publishing ISBN: 9264162275 Category : Languages : en Pages : 390
Book Description
The OECD countries have widely differing traditions regarding basic vocational training. This report describes the internal logic and workings of some of these different systems.
Author: Ann Hodgson Publisher: Routledge ISBN: 1135364982 Category : Education Languages : en Pages : 225
Book Description
Focuses on the 14-19 curriculum and qualification debates around the Dearing Review. It identifies the main parameters of this area of policy development for the future and argues strongly for a staged process to reform which ultimately leads to a unified 14-19 qualifications system.
Author: Terry Hyland Publisher: Routledge ISBN: 042977897X Category : Social Science Languages : en Pages : 210
Book Description
Published in 1999. Lifelong learning is the slogan with which the Labour Government has chosen to publicise and popularise its values and policies for post-16 education and training under the new administration. Dr. Hyland’s book subjects New Labour policy - particularly developments surrounding the University for Industry and the New Deal - to searching scrutiny and offers a number of recommendations designed to upgrade vocational education and training (VET). If we are to create a high status and high quality VET system comparable to those of our European competitors we will need, Dr. Hyland argues, to move towards a unified curriculum in the post-school sector bringing with it the abolition of the present three-track model of NVQs, GNVQs and GCSEs/A Levels. More significantly it is argued that all vocational learning - both work-based and college-based - needs to be underpinned by a common core of knowledge and understanding and crucially, be located within a values framework which gives due attention to social justice and community interests rather than simplistic and utilitarian economistic objectives and employability skills. Moreover, the aesthetic and moral dimensions of vocational studies are not optional extras but areas of vocational learning experience which are essential and foundational if vocational education and training is to be enhanced in order to satisfy current lifelong learning criteria. Dr. Hyland’s challenging account provides one of the first comprehensive philosophical and policy critiques of New Labour VET developments and will be of interest to those committed to high quality vocational studies on all sides of education and industry as well as to lecturers, tutors, trainers and students working in post-compulsory education and training.
Author: Inspectorate of Schools (England)
Author: Inspectorate of Schools (England)
Author: Office for Standards in Education
Author: Ros Ollin
Author: 
Author: Peter Raggatt
Author: OECD
Author: Ann Hodgson
Author: 
Author: Alison Wolf
Author: Terry Hyland