A Basis for Skills Coherence and Quality or Relevance and Flexibility in Vocational Qualifications? Part of an LSDA Collection.

Sonst. Personen	Hughes, Maria (Hrsg.)
Institution	Learning and Skills Development Agency, London (England).
Titel	A Basis for Skills Coherence and Quality or Relevance and Flexibility in Vocational Qualifications? Part of an LSDA Collection.
Quelle	(2003), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-85338-879-3
Schlagwörter	Stellungnahme; Education Work Relationship; Educational Change; Educational Objectives; Educational Policy; Educational Quality; Foreign Countries; Government School Relationship; Local Issues; National Programs; Position Papers; Postsecondary Education; Quality Control; School Business Relationship; School Community Relationship; School District Autonomy; Stakeholders; Student Certification; Systems Approach; Transfer of Training; Vocational Education; United Kingdom + Suchen Sie Ihr Suchwort? Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Ausland; nicht übertragen; Positionspapier; Post-secondary education; Tertiäre Bildung; Qualitätskontrolle; School district; School districts; Autonomy; School autonomy; Schulautonomie; Schulzeugnis; Systemischer Ansatz; Training; Transfer; Ausbildung; Berufsbildung; Großbritannien
Abstract	In response to an initial soundings paper issued by the United Kingdom's Qualifications and Curriculum Authority, the Learning and Skills Development Agency (LSDA) presented its views on ways of enhancing the United Kingdom's existing vocational qualifications system. Selected points of the position that LSDA presented are as follows: (1) the time has come for radical rethinking of the system for designing and regulating vocational qualifications; (2) the terminology associated with qualifications and awards must be clarified; (3) local authoring and local generation of qualifications within a nationally agreed upon framework for quality assurance is needed; (4) the vocational qualification system should aim to secure qualifications that would be fit for purpose, demonstrate vocational learning and skills, have credibility with users, support development of an educated and skilled workforce, and (when appropriate) provide licenses to practice; (5) a wide range of parties must have opportunities to participate in securing a relevant and comprehensive system of vocational qualifications; (6) suitable learning opportunities for 14- to 19-year-olds are needed; (7) for many adults in the workplace, units will be more accessible than whole qualifications; (8) regulating more devolved systems of quality assurance to allow local flexibility and responsiveness should be a key focus; and (9) the funding system should support development of a credit framework. (Contains 16 endnotes. An introduction to the series is appended.) (MN)
Anmerkungen	Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref No: 1486 5of6, free). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/pubs/dbaseout/download.asp?code=1486_5of6.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC