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Curriculum Making in Post-16 Education. The Social Conditions of Studentship.
・ISBN 978-0-415-12022-7 hard GB£ 187.99
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・ISBN 978-0-415-12023-4 paper GB£ 54.99
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電子版あり 大学・学術機関向け電子ブック（eBook）ISBN 978-0-203-20343-9
| 著者・編者 | Bloomer, Martin, |
|---|---|
| 出版社 | (Routledge, UK) |
| 出版年月 | 1997 |
| ページ数 | 234 pp. |
| 言語 | ENG |
| ニュース番号 | ＜435-1404＞ |
解説
It is widely agreed that the post-16 curriculum in England and Wales is inadequate, mainly due to the successive reforms of various governments.
YTS was a reaction to problems of youth unemployment, CPVE and BTEC embraced a 'broad' concept of vocationalism, and even with the introduction of NVQ and GNVQ the A-level retains its gold-standard in the eyes of many. The post-16 curriculum that has emerged is hardly coherent. So how can teachers translate an externally imposed curriculum into a meaningful learning experience for students?
Drawing on solid research in post-16 education, this book makes explicit the nature of flaws in policy, and provides an account of how teachers and students construct their roles. It puts forward the case for a radical reappraisal and identifies appropriate aims and organising principles for a post-16 curriculum for the future.
Martin Bloomer is currently Dean of the Faculty of Education at Exeter University.