Parity of academic and vocational awards: the experience of modularisation in Scotland.

Autor/in	Howieson, Cathy
Titel	Parity of academic and vocational awards: the experience of modularisation in Scotland.
Quelle	In: European journal of education, 28 (1993) 2, S. 177-187Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 16; Grafiken 2
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0141-8211; 1465-3435
DOI	10.2307/1503384
Schlagwörter	Berufsausbildung; Berufspädagogik; Großbritannien; Schottland; Reform; Zertifikat; Sekundarschule; Baukastensystem; Berufsausbildung; Berufspädagogik; Zertifikat; Reform; Großbritannien; Schottland
Abstract	This article considers the experience of modularisation in Scotland and its impact on the status of academic and vocational awards. It focuses on the National Certificate (NC), the modular system of vocational awards introduced in 1984, and, in particular, its use in the general secondary school sector alongside traditional academic courses. It is here that the issue of the parity of vocational and academic awards is most visible. After an outline of the Scottish education and training system, the NC Modular Reforms are analysed. NC Modules are self-sufficient units of study that have a national 40 hours duration. Single modules can be taken as free-standing units or combined to meet individual needs. A National Certificate is awarded for the completion of even one module (or since 1990 for a combination). The author comes to the conclusion that a modular approach can help to blur the distinctions between an academic and vocational curriculum but that the question of parity is another matter. (DIPF/Text uebernommen/Bi.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1996_(CD)