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Essay / Research Paper Abstract
This 8 page paper considers to what extent Lord Dearing’s Report “Review of Qualifications for 16 - 19 Year Olds” solved or simply papered over cracks in the debates concerning academic and vocational education and what measures could be implemented in British Post Compulsory Education and Training. The bibliography cites 7 sources.
Page Count:
8 pages (~225 words per page)
File: TS14_TEedu169.rtf
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Unformatted sample text from the term paper:
the education levels at 16 plus due to the perception of academic emphasis. This was seen by many as both elitist and failing to equip many individuals with the skills
they needed for life, ad well as fail to give the students the skills the country needed in the workforce. The report made many observations and recommendation, some of which
may have been seen as cure to the ills within post-compulsory education. Conversely, it has also been argued when looking at them more carefully, other have argued that they were
short term solutions and merely covered the cracks and flaws in the system of the time, rather than develop it from he root level to create for the 16 -
19 year olds. The induction of the report stated that where there was publicly funded education for the 16 - 19 year olds it should "provide opportunities for all
young people to develop their key skills and to have them assessed and recognised" (Dearing, 1996). There are several core factors within this single statement. The issue of the development
of key skills that are relevant to the individual and also the importance of recognition ands assessment, this is necessary for both the student as well as potential employers. The
rhetoric was admirable; as the aim was to provide the educational needs for all young people, meaning not only those who were academically proficient, as had previously been seen as
the case. Therefore, there were some string foundations, but many of the system that were suggested were not adopted, other that have been adopted, and as we will see, maybe
seen as adding some value, are now being phased out, such as the national record of achievement, that is to be phased out from 2004 ( DfES, 2003). This report
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