By Martin Bloomer
It really is largely agreed that the post-16 curriculum in England and Wales is insufficient, ordinarily a result of successive reforms of assorted governments.YTS was once a response to difficulties of youngster unemployment, CPVE and BTEC embraced a 'broad' notion of vocationalism, or even with the advent of NVQ and GNVQ the A-level keeps its gold-standard within the eyes of many. The post-16 curriculum that has emerged is infrequently coherent. So how can academics translate an externally imposed curriculum right into a significant studying adventure for students?Drawing on stable examine in post-16 schooling, this publication makes particular the character of flaws in coverage, and offers an account of ways lecturers and scholars build their roles. It places ahead the case for a thorough reappraisal and identifies applicable goals and setting up rules for a post-16 curriculum for the future.Martin Bloomer is at the moment Dean of the school of schooling at Exeter college.
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Additional resources for Curriculum Making in Post-16 Education: The Social Conditions of Studentship
With the ‘poor periphery’ in mind, calls for a general education and an education for citizenship in post-16 education appear incomplete. To them must be added, ‘political education’. The needs for a radical review of post-16 education are evident but what is not yet at all clear is who will determine the scale and scope of the review. ‘Newly liberated consumers’ are clearly viewed by government as central players in the ‘market place’. However, a key problem of consumer-led policy is that it provides no assurance that its outcomes will contribute to the common good.
The concern over national 31 THE CONTEXT OF EDUCATIONAL PRACTICE ‘competitiveness’ is often misplaced. It is not what we own that counts; it is what we do. (Reich, 1993:301) But what prospects do British citizens have of contributing to the world economy? Britain is less well placed than most industrial nations to respond to newly emerging demands for non-standard unit production and continual demands for product innovation, since it has done comparatively little to date to lay the foundations for the transition that is required.
Assessment, on the other hand, has been regarded as relatively unproblematic by politicians and, until recently, by teachers and academics. For many years, the predominant form of assessment of A-level students’ knowledge, understanding and skills was by terminal examination, entailing 24 THE CONTEXT OF EDUCATIONAL PRACTICE essay-style answers to questions based upon given syllabus topics in the arts, humanities and social sciences, or the solution of problems of a known type in mathematics and the sciences.
Curriculum Making in Post-16 Education: The Social Conditions of Studentship by Martin Bloomer