Download Education and Training 14-19: Chaos or Coherence? by Rob Halsall, Michael Cockett PDF

By Rob Halsall, Michael Cockett

First released in 1996. Routledge is an imprint of Taylor & Francis, an informa corporation.

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Additional info for Education and Training 14-19: Chaos or Coherence?

Example text

PULLING THE THREADS TOGETHER There is no attempt here to present some neat, simple summary of the implications of the preceding analysis. This is partly because I do not have a ready package of simple answers. More fundamentally, it is because one of the main reasons for the widespread inadequacies of the current system is that it was designed from just such a neat, but fatally over-simplified, approach. It began with a set of apparently straightforward principles. This grew into an increasingly complex, unwieldy and deeply flawed edifice, as the 'simple' first principles were extended and distorted to meet a combination of friendly criticism and the complexities of real life.

SOLUTIONS? Of course, there are difficulties in solving these problems, not least because the conditions for change depend on factors, especially economic factors, beyond the control of schools and the education system (Young, 1993a). On the other hand, it is possible to learn from the past and, at least, to minimise negative, and maximise positive, factors. In doing so we will have to face up to the dilemmas which this chapter has illustrated and in order to learn we need to act. Certainly, the National Curriculum has not proved to be a curriculum for all pupils.

In fact, while many participants in the scheme reported a sense of dejd vu (Weston, 1988), in most, though not all programmes, there was some attempt at least to blur the distinction between courses for the 'less able' and the mainstream curriculum of the school. The courses would appear in the option scheme and technically be available to all abilities. Some schemes offered an 'alternative' programme for a small part of the week to all pupils and some promoted cross-curricular programmes potentially as valuable to the most able as well as to the least able, for example in 'thinking skills' or 'oracy'.

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