Academic and vocational learning: division, framework or unified system.

Autor/inn/en	Young, Michael; Spours, Ken
Titel	Academic and vocational learning: division, framework or unified system.
Quelle	Aus: Lasonen, Johanna (Hrsg.): Reforming upper secondary education in Europe. Surveys of strategies for post-16 education to improve the parity of esteem for initial vocational education in eight european educational systems. Jyväskylä: Inst. for Educational Research, Univ. (1997) S. 63-81Verfügbarkeit
Beigaben	Literaturangaben 23; Tabellen 2
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Berufsausbildung; Berufspädagogik; Bildungsreform; England; Wales; Bildungsreform; Projekt; Ziel; Qualifikation; Europäische Union; Projekt; Berufsausbildung; Qualifikation; Berufspädagogik; Ziel; Europäische Union; LEONARDO (Förderung kohärenter Entwicklung beruflicher Bildung); England; Wales
Abstract	The paper has six sections: 1. Introduction (The introduction places the debates about academic and vocational learning in England and Wales in a wider international context. 2. Academic and vocational learning in England and Wales. 3. A periodisation of educational reform: the late 1970s to the mid-1990s. 4. Recent attempts to modify the triple-track system (Section Four analyses the state of the debate on unified and divided systems in England and Wales. Here we introduce the distinction between divided systems consisting of separated tracks, overarching frameworks that embrace the tracks, and fully unified systems). 5. Options for the future (This section outlines possible future options for both the post-16 curriculum and the qualification system). 6. The potential of the Leonardo da Vinci Post-16 Strategies Project. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1999_(CD)