Issues in the Scottish reform programme: Higher Still in relation to the six themes.

Autor/in	Raffe, David
Titel	Issues in the Scottish reform programme: Higher Still in relation to the six themes.
Quelle	Aus: Lasonen, Johanna (Hrsg.): Reforming upper secondary education in Europe. Surveys of strategies for post-16 education to improve the parity of esteem for initial vocational education in eight european educational systems. Jyväskylä: Inst. for Educational Research, Univ. (1997) S. 207-217Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildungssystem; Bildungsreform; Allgemein bildende Schule; Sekundarstufe II; Lehrerausbildung; Curriculumentwicklung; Modellversuch; Arbeitsmarkt; Qualifikation; Berufsbildendes Schulwesen; Europäische Union; LEONARDO (Förderung kohärenter Entwicklung beruflicher Bildung); Schottland
Abstract	'Higher Still' aims to 'bring the variety of courses offered at present into a unified curriculum and assessment system'. This system is intended to be inclusive, and to reduce current divisions, in two respects: 1. in respect of students: the reform aims to provide relevant opportunities for all students, at all ability levels; 2. in respect of curricula: it aims to give students 'access to a wider range of courses of a general 'vocational' nature as well as 'academic' subjects, and 'vocational' and 'academic' subjects should enjoy equal status'...The concept of parity in 'Higher Still' is, implicitly, a weak one: one in which academic and vocational education have the same formal status. Common principles for organising and specifying the curriculum, and for assessment, will apply to all courses; the same certificates will be awarded for academic and vocational courses; in effect, the terms 'academic' and 'vocational' and the distinction between them will no longer have any formal meaning within the system. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1999_(CD)