By Tony Edwards
This booklet seems to be intimately on the robust contrasts within the provision typically made for 'academically' and 'vocationally' minded scholars, and appears at ameliorations and similarities in perform. The chapters record proof of ways scholars on each side imagine they've been taught. in addition they document on how these scholars like to research, how their lecturers outline the categories of studying acceptable for specific skills and the way the corporation of studying for 'different yet equivalent' skills used to be saw in 40 colleges and faculties. The book's major concentration is at the ambitions and approaches of studying at a level that is definitely being reworked, yet that's nonetheless powerfully formed via myths in regards to the 6th shape and schooling of 'leaders'.
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Extra resources for Separate But Equal?: A Levels and GNVQs (Further Education (London, England).)
4), is that A level examining gives students too much credit for their ability ‘to memorise and recall facts and arguments’, and too little for their capacity to ‘exercise judgement, to reason, to stand on their own feet. . and think for themselves’. Even when teachers appreciate the benefits of sometimes tempering didactic methods, they are prevented from acting accordingly by over-crowded syllabuses and ‘a day-to-day pragmatism which works in the opposite direction’ and which causes them to severely limit opportunities for ‘open’ discussion that 28 EDUCATING LEADERS AND TRAINING FOLLOWERS may turn into unproductive diversions from a tight, instructional agenda (Macfarlane 1993:60–61).
Generalisations about learner autonomy are therefore difficult to establish. A great deal of A level learning appears to be more heavily and pervasively teacher directed than much familiar rhetoric about independent learning would suggest. On the vocational side of the divide, critics of the outcomes model of learning have argued that concepts of ‘learner autonomy’ have been appropriated from the ‘progressive’ tradition only by expedient and substantial redefinition, so that once students have chosen their units, their learning is ‘subordinated to the gathering of evidence to satisfy 26 EDUCATING LEADERS AND TRAINING FOLLOWERS predetermined competence criteria’ (Hyland 1994:47).
As usual, however, the A levels each followed a similar pattern that contrasted with the profile of the Advanced GNVQs. Moreover, the greater frequency of activities in A levels is clear and illustrates the point made by Nick Meagher with his concept of the lesson ‘tempo’ (Chapter 4). It is noticeable that A level Business Studies was particularly different from Advanced GNVQ Business in having only a fraction of the use of IT and ‘Research’. However, if we allow for the double-time of Advanced GNVQs, the A level rate of ‘producing original work’ was fairly close.
Separate But Equal?: A Levels and GNVQs (Further Education (London, England).) by Tony Edwards