Dearing and Beyond
14-19 Qualifications, Frameworks and Systems
1. Auflage
Erschienen am 28. Juni 2017
Buch
Hardcover
224 Seiten
978-1-138-42079-3 (ISBN)
Beschreibung
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.
Weitere Details
Sprache
Englisch
Verlagsort
London
Großbritannien
Verlagsgruppe
Taylor & Francis Ltd
Zielgruppe
Für höhere Schule und Studium
Maße
Höhe: 240 mm
Breite: 161 mm
Dicke: 17 mm
Gewicht
508 gr
ISBN-13
978-1-138-42079-3 (9781138420793)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Weitere Ausgaben
Andere Ausgaben
Ann Hodgson | Ken (both of Institute of Education Spours
Dearing and Beyond
14-19 Qualifications, Frameworks and Systems
E-Book
03/2014
1. Auflage
Routledge
23,49 €
Als Download verfügbar
Ann Hodgson | Ken (both of Institute of Education Spours
Dearing and Beyond
14-19 Qualifications, Frameworks and Systems
E-Book
03/2014
1. Auflage
Routledge
23,49 €
Als Download verfügbar
Hodgson, Ann | Spours, Ken (both of Institute of Education, University of London)
Dearing and Beyond
14-19 Qualifications, Frameworks and Systems
Buch
02/1997
1. Auflage
Routledge Falmer
41,02 €
Versand in 10-20 Tagen
Personen
Hodgson, Ann, ; Spours, Ken (both of Institute of Education, University of London),
Inhalt
From the 1991 White Paper to Dearing Report - a conceptual and historical framework; tracks and frameworks - an assessment of the Dearing proposals; A levels and the general education track; GNVQs and up-grading the full-time vocational route; YT, Modern Apprenticeships and NVQs; using credit for qualification reform; core skills and breadth in the post-curriculum - an international comparison; modularization and frameworks?; asessment and achievement; student guidance for lifelong learning; value-added and institutional strategies for supporting student learning; the Scottish experience of reform; from a framework approach to a unified system.