A converging system? Explaining difference in the academic and vocational tracks in England.

Autor/in	Oates, Tim
Titel	A converging system? Explaining difference in the academic and vocational tracks in England.
Quelle	Aus: Nijhof, Wim (Hrsg.): Key qualifications in work and education. Dordrecht: Kluwer Acad. Publ. (1998) S. 91-116Verfügbarkeit
Beigaben	Literaturangaben 40; Grafiken 8; Anhang 1
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Evaluation; Berufsausbildung; Bildungspolitik; Curriculum; England; Großbritannien; Studium; Berufsbildung; Evaluation; Bildungspolitik; Qualifikation; Bildungsabschluss; Berufsbildende Höhere Schule; Bildungsabschluss; Curriculum; Ausbildungsniveau; Berufsausbildung; Berufsbildung; Qualifikation; Berufsbildendes Schulwesen; Studium; England; Großbritannien
Abstract	The author presents a listing of key factors which explain differences between the academic and vocational tracks in the system and outline the extent to which policy activity and development work are being directed at them. The article looks particularly at the role of General National Vocational Qualifications (GNVQs) which were introduced in England, Wales and Northern Ireland in 1992.... It analyses the search process to find a balance between these two tracks. Integration might be a possible and imminent solution, while at the same time flexible, modular pathways seem to be suitable instruments for achieving this. This struggle between convergence and divergence within the UK system seems to be characteristic of most of the thinking on the relationship. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2001_(CD)