Literaturnachweis - Detailanzeige
| Autor/in | Young, Michael |
|---|---|
| Titel | A curriculum for the 21st century? Towards a new basis for overcoming academic/vocational divisions. |
| Quelle | In: British journal of educational studies, 41 (1993) 3, S. 203-222Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 29 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0007-1005 |
| Schlagwörter | Schule; Curriculum; Arbeitswelt; Wirtschaft; Berufsausbildung; Berufsvorbereitung; Reform; Großbritannien |
| Abstract | The aim of this paper has been examine analyses of changes in work organisation and the economy and to suggest that they point to a new basis for overcoming the academic/vocational divisions that dominate the post compulsory curriculum in England and Wales. Starting from the narrow and exclusive form of curriculum specialisation found, the focus of the analysis has been on the theme of specialisation and the interdependence of changes in the forms of specialisation in the economy and the curriculum. The post compulsory curriculum in the UK is analysed in terms of the concepts divisive and flexible (or connective) specialisation. The major features of divisive specialisation as found in England and Wales are identified as: -sharp academic/vocational divisions -insulated subjects -absence of any concept of the curriculum as a whole These concepts are used to point to current changes in post compulsory education in the UK. Finally, it is argued that current economic changes could provide the basis for a very different form of flexible (or connective) specialisation in work organisation and in a curriculum for the future. (DIPF/Text uebernommen). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 1996_(CD) |
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