Addressing In/Equalities: A Re-Imagined Curriculum for Low-Attaining Youth

Autor/in	Atkins, Liz
Titel	Addressing In/Equalities: A Re-Imagined Curriculum for Low-Attaining Youth
Quelle	In: Qualitative Research Journal, 22 (2022) 3, S.364-377 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atkins, Liz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-9883
DOI	10.1108/QRJ-01-2022-0011
Schlagwörter	Low Achievement; Vocational Education; Curriculum Development; Social Justice; Equal Education; Career Readiness; Educational Attainment; Secondary Education; Career Guidance; Work Experience; Labor Needs; Labor Force Development; Education Work Relationship; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Unterdurchschnittliche Leistung; Ausbildung; Berufsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Soziale Gerechtigkeit; Bildungsabschluss; Bildungsgut; Sekundarbereich; Berufsorientierung; Employment experience; Job experience; Occupational experience; Berufserfahrung; Labour needs; Arbeitskräftebedarf; Arbeitskräftebestand; Ausland; Großbritannien
Abstract	Purpose: This paper aims to report on a project re-imagining of a Level 1 English-model broad vocational curriculum for low-attaining youth. The project, funded by Rothschild, has sought to develop a knowledge rich and engaging curriculum, which is more consistent with notions of social justice than contemporary low-level vocational curricula. Design/methodology/approach: The project utilised a participatory, action-research model of curriculum development informed by a theoretical framework drawing on concepts of social justice. Findings: The findings suggest that a broad, project-based curriculum, supported with a wide range of extra-curricular activities (enrichment) is effective in supporting secure and sustainable transitions into further education and/or meaningful employment for low attaining young people. Originality/value: This paper extends understandings about curricula approaches in low-level vocational education. There is a paucity of research into the curriculum at the lowest mainstream levels. Students engaging with education at that level are similarly under-researched. This paper seeks to fill that gap. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01