Progressing to College: A 14-16 Core. An FEU View.

Institution	Further Education Unit, London (England).
Titel	Progressing to College: A 14-16 Core. An FEU View.
Quelle	(1985), (15 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-946469-63-6
Schlagwörter	Stellungnahme; Articulation (Education); Basic Skills; Behavioral Objectives; Classroom Techniques; College Preparation; Coping; Core Curriculum; Daily Living Skills; Delivery Systems; Developmental Studies Programs; Dropout Programs; Educational Needs; Educational Policy; Foreign Countries; Position Papers; Program Implementation; Publicity; Secondary Education; Transitional Programs; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Basic skill; Grundfertigkeit; Klassenführung; Bewältigung; Kerncurriculum; Alltagsfertigkeit; Auslieferung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; Ausland; Positionspapier; Sekundarbereich
Abstract	The Further Education Unit (FEU) believes that young school leavers should be able to check their achievements against a core of entitlement. Therefore, the FEU is proposing a core curriculum to support the successful transition of the school leaver aged 16 or older to adult life. The core, which is intended to serve as a diagnostic and planning checklist from which individual programs can be constructed, addresses the following areas: adaptability, role transition, physical skills, interpersonal skills; values, communication and numeracy, problem solving, information technology, society, learning skills, health education, creativity, environment, science and technology, and coping. Teachers should incorporate such pupil learning strategies as experiential learning, participation and negotiation, and community involvement into transition programs based on core objectives to encourage pupils to internalize and apply their learning, take responsibility for it, and recognize a variety of experiences as a part of it. Preservice and inservice training that reflect the broadening of the role of teachers to become managers of learning should be provided, and school organization should be reappraised to support the achievement of core aims. Extensive publicity will also be necessary so that practitioners, parents, and industry will accept the new core. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC