By John Burke
This e-book presents an account of the curricular results of the results method of schooling (NVQs GNVQs etc). It comprises contributions from prime specialists within the box and, as such, is probably going to develop into the center textual content during this zone. An preliminary dialogue of the most subject matters leads the reader right into a dialogue of key principles and the speculation at the back of the results strategy protecting, moreover, concerns bearing on criteria and caliber. parts of the curriculum lined comprise evaluate, modularization, versatile studying and work-based studying, greater point competences and the self sustaining learner. it may be of curiosity to all inquisitive about the improvement of the curriculum, starting from college 6th types via additional and better schooling to specialist commercial running shoes with an curiosity within the improvement of schooling and coaching within the united kingdom.
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Extra info for Outcomes, Learning and the Curriculum: Implications for NVQ's, GNVQ's and Other Qualifications
1989) ‘Emerging Issues: The response of HE to competency based approaches’, in BURKE, J. (Ed) Competency Based Education and Training, London, Falmer Press. OTTER, S. (1989) Understanding Learning Outcomes, Leicester, Unit for the Development of Adult Continuing Education, Leicester (now at FEU, London). OTTER, S. (1992) Learning Outcomes in Higher Education, London, Unit for the Development of Adult Continuing Education. RAGGATT, P. (1991) ‘Quality assurance and NVQs’ in RAGGATT, P. and UNWIN, L.
For several years now, Professor David Robertson has played a key role in the debate on access and progression, major concerns in his research on wider policy issues; his treatment of the subject is both authoritative and lucid. David Robertson David Robertson begins his analysis by reflecting on the present ‘disjointed, and unrewarding jumble of post-compulsory educational provision’ which results, he tells us, from an absence of strategic direction. The problem is urgent because we lag so far behind our international competitors.
He notes that most, traditional assessment systems have been designed ‘to filter out the— always small—proportion of those who ‘pass’ and may be allowed to continue to higher education…’. This is contrasted with the declared purpose of the NVQ system, leading him to examine the meaning of outcomes and (based on empirical evidence) what actually happens in the assessment of outcomes. Not surprisingly, he divines various problems in the practicalities of implementation. From here, he further refines his focus to examine the technical properties of the NVQ system, expressing some anxieties about the vexed question of reliability, opining that the NCVQ position on validity and reliability ‘is almost provocative’.
Outcomes, Learning and the Curriculum: Implications for NVQ's, GNVQ's and Other Qualifications by John Burke