School for Skills: Vignette Studies. A National Survey of the Development through TVEI of Personal and Transferable Skills. Technical and Vocational Education Initiative. Report.

Autor/inn/en	Devine, Marion; und weitere
Institution	Scottish Council for Research in Education, Edinburgh.
Titel	School for Skills: Vignette Studies. A National Survey of the Development through TVEI of Personal and Transferable Skills. Technical and Vocational Education Initiative. Report.
Quelle	(1994), (85 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Basic Skills; Case Studies; Critical Thinking; Disabilities; Educational Research; Foreign Countries; Individual Development; Interpersonal Competence; Problem Solving; Secondary Education; Skill Development; Social Development; Special Education; Special Needs Students; Staff Development; Student Records; Transfer of Training; Vocational Education; Work Experience; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Case study; Fallstudie; Case Study; Kritisches Denken; Handicap; Behinderung; Bildungsforschung; Pädagogische Forschung; Ausland; Individuelle Entwicklung; Interpersonale Kompetenz; Problemlösen; Sekundarbereich; Kompetenzentwicklung; Qualifikationsentwicklung; Soziale Entwicklung; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Personnel development; Personalentwicklung; Schülerakte; Training; Transfer; Ausbildung; Berufsbildung; Employment experience; Job experience; Occupational experience; Berufserfahrung
Abstract	This publication focuses on the vignette studies done as part of an evaluation of the development of those transferable and personal skills which had been given prominence by the Technical and Vocational Education Initiative (TVEI) in Scotland. It presents results of a qualitative study of individual practices. Four vignettes are based on practices in mainstream secondary schools identified by TVEI advisers and project coordinators as examples of interesting practice arising from each school's commitment to TVEI. The fifth vignette focuses on a detailed study of practice in one authority that operated a separate system for pupils with special educational needs and a visit to one mainstream school with a special unit for pupils with special needs. Chapter 1 describes the general approach used in the vignette studies--school visits during which staff were interviewed and follow-up questionnaires. Each vignette is then presented as a separate chapter with its own conclusions: (1) a whole-school approach to the development of skills; (2) personal and social development for senior pupils; (3) curriculum-led skills development; (4) staff development as the key to the development of skills; and (5) development of TVEI skills in pupils with special educational needs. Chapter 7 draws together points of interest from all the vignette studies; Chapter 8 comprises a brief overall summary drawn from both the national survey and the vignette studies. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC