contribution of GCSE business studies to bridging the academic-vocational divide a study of the outcomes of the GCSE business studies course in one secondary school. by Graham Stanley Hughes

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ContributionsManchester Metropolitan University. Didsbury School of Education.
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Open LibraryOL21056789M

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So my priority is to tackle two challenges: to bridge the divide between academic and vocational education and to bring the worlds of education and work closer : Department For Business, Innovation & Skills. Graham Stanley Hughes has written: 'The contribution of GCSE business studies to bridging the academic-vocational divide' Asked in Jobs & Education, Education, GCSE Do employers or.

Graham Stanley Hughes has written: 'The contribution of GCSE business studies to bridging the academic-vocational divide' Asked in Authors, Poets. Bridging the divide: integrating the academic and the vocational.

Paul Armstrong, Haringey Education Service The academic/vocational divide. apparent that the most appropriate place for learning for some aspects of the syllabus of A Level Communications and GCSE Media studies is actually in the workplace, not in the classroom.

We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further edge of the city might not help encourage new business.

If as a result of increasing prices revenue increased, profits File Size: 91KB. The last Labour government created a new diploma in to bridge the academic-vocational divide, with the aim of it eventually replacing GCSEs and A-levels.

The seminar considered curriculum themes relating to the academic/vocational divide, disaffection, the location and range of providers, entitlement and appropriateness, Government policy, an EU perspective and research on the possible impact of a more inclusive scheme for certification.

It was chaired by Professor Michael Young, Institute of. I think the academic route will continue to be the route of choice for the vast majority, that the poor will continue to rack up debts as they pursue this route, that Tory MPs backing the WP won’t be intending for their own kids to go down the vocational route – it is intended only for other people’s kids – and I also think that forcing people to do things (e.g.

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Students test their skills on this simulated residence, sections of the classroom’s tiled floor taped off and marked washer. Successive governments have pledged to enhance the quality of apprenticeship in Britain so as to achieve ‘parity of esteem’ with academic study.

Yet, at the same time, the discourse of the academic-vocational divide has dominated the academic, policy-maker and practitioner debates. This paper draws on two recent studies designed to explore the learner identities of Cited by: 6. The book is divided into three sections: the changing nature of A and A/S level courses; bridging the gap between GCSE and A level; and planning, teaching and assessment.

With chapters on learner independence, teaching and learning grammar, planning topics and programmes of work, working with literature, and vocational alternatives, the book.

Issues such as class prejudice and the impact that it can have on student decision-making (Archer et al. ), reputation of old versus new (Shattock ), the. Our edited book aims to debate some of the main issues relating to vocationalism in higher and further education.

In Chapter 2, following the Introduction, Patrick Ainley and Martin Allen provide a present-day analysis of higher-level apprenticeships (equivalent to first degree level) in England. Curriculum development in the United Kingdom (UK) is inseparable from the politics and cultural milieu of the times.

It is perhaps astonishing to readers in other countries, that in the UK almost Author: Martin Braund. Vocational education and really useful knowledge the much discussed academic/vocational divide reflects the boundaries of the class system.

It is still largely the case that an individual's location within these educational boundaries is a function of their race, class and gender positions; consequently most working class adults receiving. A Handbook for Teaching and Learning in Higher Education A Handbook for Teaching and Learning in Higher Education is sensitive to the competing demands of teaching, research and scholarship, and academic management.

Against these contexts, the book focuses on developing professional academic skills for teaching. Demand for Post-compulsory Education: The Choice Between Academic and Vocational Tracks Cristina Lopez-Mayany CEMFIandUIMP Janu Abstract I develop a discrete choice structural model of individual schooling decisions following compulsory education, to analyse the effect of expected life-time earnings.

The model is. GCSE General Certificate of Secondary A comprehensive book list is provided in a separate section of this website whilst other primary resource references have been given at the end of the chapter where appropriate. Business Studies, Construction and the Built Environment, Engineering, Hospitality and Catering Information Technology and.

As a semi-retired Business Studies (and Economics) teacher, at GCSE and A level, with over 20 years’ experience, I would like to draw your attention to the distinctive and significant contribution which study in this area can provide to students.

The book “Multicultural Education: from Theory to Practice” gives a comprehensive and multiple perspective to the field of multicultural education studies. Academic teaching staff, researchers, teachers, social workers, politicians, students and all other related persons will get significant benefits from constructial knowledge to.

This banner text can have markup. web; books; video; audio; software; images; Toggle navigation. the binary divide between academic and vocational qualifications is breaking down. The effects of recent policy changes, however, are complex and can create difficulties for pupils and schools.

Drawing on its key findings, Passports to Progress demonstrates the most pressing issues for policymakers to overcome in the years ahead. THE JOURNEY TO EDUCATION REFORM 11 12 THE JOURNEY TO EDUCATION REFORM ACHIEVEMENT FOR ALL – A VISION FOR EDUCATION IN THE UK Professor Sonia Blandford The lack of aspiration, access and achievement that underpins our education system is evidenced by the majority of schools in the UK in their failure to address the needs of the disadvantaged.

‘Studies conducted across multicultural receiving societies showed that when social class was held constant, interethnic differences disappeared in parental childrearing values and beliefs’ (Mirdalp.

26). Other studies highlight the importance of factors such as parental education and single parenthood. To maintain a breadth of learning, Dearing recommended pursuing a science or technology-related subject, a modern foreign language, an element from Arts and Humanities and a subject illustrating how the community works (such as business studies, economics, politics.

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We do have the results that have come out of the different systems. Northern Ireland and Scotland have a much higher level of passes at GCSE and A Level or their equivalents than England or Wales. The rate of GCSE passes at grades A* to C is 83% in Scotland, 78% in Northern Ireland, 66% in Wales and 70% in England.

Findings of these survey studies help the EOC to gauge the public’s awareness and perception on a range of equal opportunity issues that are related to the core areas of work of the EOC. These survey studies also help the EOC to collect stakeholders’ views on how best to improve its advocacy role and prioritise its work.

Co-operation between the world of work and the world of education and training is at the heart of the "New Skills for New Jobs" initiative. The Commission is therefore encouraging innovative partnerships between all levels of education/training and business (the University-Business Forum for example).

European Qualifications Framework (EQF). Insarah founded project v.o.I.C.e. and has since taught spoken Word poetry in classrooms and workshops all over the world, to students of all ages.

sarah was a. HL Deb 01 May vol cc § p.m. § Lord Annan rose to call attention to the case for significant change in the priorities, structure and content of education, in particular of vocational training, including that of teachers; and to move for Papers.

§ The noble Lord said: My Lords, everyone today is worried about our low educational standards. The credit system crosses the academic, vocational and further education divide by encouraging a culture of learning skills.

Is there any evidence of a fear in the traditional educational sectors that transferable credits might dilute their unique educational contribution. ASDAN is giving away free, downloadable resources to support home learning and educating.

These resources, ranging from working towards Entry 1 to Level 2, are aimed at educators and learners as well as their parents and guardians, where appropriate, and can be accessed here.

ASDAN wishes to support educators and learners aged 10–19+, together with parents and. Open Book project, London, UK The Open Book project, based at Goldsmiths College, University of London, supports ex-offenders, addicts and those with mental heath problems to enter higher education.

The project has been running since and has recruited over students in this time. Business schools teach MBA students that you can’t compete on the basis of management processes because they’re easily copied. Operational effectiveness is table stakes in the competitive universe, according to the strategists.

But data from a decade-long research project involv firms challenges that thinking. This book has been written for those who are preparing to teach in secondary schools. It is intended to complement your subject studies by covering a range of core professional topics with which all teachers need to be familiar irrespective of their subject specialism.5/5(3).

O Scribd é o maior site social de leitura e publicação do mundo. John R. Dakers - Defining Technological Literacy- Towards an Epistemological Framework () код для вставки.transforming formative assessment in lifelong learning The learning culture that the centre, teachers and students participate in creating, while at the same time being shaped by, is an integral part of a wider and very long-established local authority public service ethos.This book is intended primarily for postgraduate students who are preparing to teach in secondary schools.

It assumes an educated but non-expert audience. Therefore, imparting basic factual information about topics with which readers may be unfamiliar is an important feature of the book.

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