Description
Since its introduction over 50 years ago, the A-level has been a constant subject of debate in schools, HE and government. Sometimes hailed as a 'gold standard', there is now intense speculation about the future of the A-level in particular, but also about post-14 qualifications in general. The furore about quality and standards which accompanies each year's A-level results has become an annual fixture in the UK press calendar. With the introduction of Curriculum 2000, and an increasing number of calls for Baccalaureate-style examinations, vocational qualifications and more, the need for serious debate - and change in this field is clear.
Based on primary research by two of the leading commentators on the qualifications, this book is a wide-ranging and critical view of the fundamental approaches of the education system in Britain today. With government action on this subject looking inevitable, this will be a challenging and important book for anyone interested in this debate.
Table of Contents
Introduction 1. The importance of ‘policy memory’ and ‘system thinking’ for curriculum and qualifications reform in England 2. Understanding and judging Curriculum 2000 3. Curriculum 2000—patterns of change 4. Reforming A levels under Curriculum 2000—a halfway house? 5. The Advanced Vocational Certificate of Education—a general or vocational qualification? 6. Developing key skills in the 14–19 curriculum: from an assessment-led to a curriculum-led approach 7. Shaping Curriculum 2000: the role of higher education and other external incentives 8. Beyond A levels—a new approach to 14–19 curriculum and qualifications reform
