Search Results

Recent years have seen a vigorous attempt to develop a 14-19 phase of education. But such an attempt is bereft of any deeper consideration of the kind of learning which is to be valued, the kind of qualifications which will reflect that learning, the kind of institutional framework which will support it and thus the ways in which progress can be ensured into higher education, further training and lifelong learning. Policy and planning are trapped in an impoverished dichotomy between academic and vocational. There is little sense of a more generous tradition of education, reflected in developments in the 1970s and 1980s, where the focus of concern lay in the education and development of persons. Such a tradition would see the academic and the vocational in proper perspective and create the possibility of an integrated system of education and training, reflected in an appropriate and uniform framework of qualifications.

Excerpt from publication. Show less