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The Dearing Report on 16-19 qualifications argues that the proportion of the cohort who can benefit by A-levels has reached its limits and proposes a broad-based Advanced Diploma, based on the A-levels, but leaving the A-levels themselves unchanged. This chapter argues that leaving the A-levels unchanged is a very small step towards an advanced level curriculum of the future. The authors examine the A-level curriculum and consider what purpose it serves, and look at the history of A-level reform and the lessons that can be learnt from it. Emphasis in this chapter has been placed on the distinction between the ideological and educational roles of A-levels and the distinction between subject and connective specialisation as curriculum principles. The authors conclude that A-level reforms failed in the past because people did not have a clear idea of what the alternatives to A-levels might look like and because past governments have had political and ideological interests in preserving A-levels.

The monograph from which this chapter is taken is indexed at TD/TNC 68.248. Individual chapters are indexed from TD/TNC 68.249 to TD/TNC 68.261. Show less

In this chapter, the authors look at vocational education and training (VET) as an integrating factor with the potential to bring about articulation across geographical, social, cultural and political boundaries. They also contend that VET systems cannot develop in isolation and that some sort of regional integration is inevitable. The authors examine the common challenges faced by VET systems and the experiences within the European Union (EU). They also examine ways of facilitating and managing regional learning, with reference to the Maastricht study and the European Qualifications Framework (EQF). The chapter concludes with a section on lifelong learning policies.

The book from which this chapter is taken is indexed at TD/TNC 100.51. Individual chapters are indexed from TD/TNC 100.52 to TD/TNC 100.244. Show less

This paper is one of a series addressing aspects of the role of the socioeconomic context in the development of education, training and employment systems. It is organised into eight broad themes to describe trends in systems development and vocational education and training (VET) provision. The first two explore aspects of the context in which VET operates: decentralising aspects of management and administration of the education service; and, the prevailing view of lower secondary education as a transitional and preparatory stage before further education and training. The following four themes concern aspects of the systems and provision of initial VET: increasing and extended participation in post-compulsory education and a prolonged and less secure transition to the labour market for young people; a continuing distinction between general and vocational education accompanied by governmental effort to raise the status of VET and improve the flexibility of educational pathways; the policy push to encourage closer partnerships between the education sector and business and industry; and, an increase in the role of social partners, especially employers, in VET, particularly at the national level. The last two themes briefly examine aspects of higher education and continuing VET: the development of higher education in response to lifelong learning and new social, economic and labour market conditions; and, the tendency of continuing training to emphasise the skill development of valued and capable employees rather than those facing disadvantage and labour market exclusion.

The volume of collected papers is indexed at TD/IRD 88.37. Show less