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Essay / Research Paper Abstract
This 9 page paper reports and explains the initiatives in the United Kingdom regarding post-compulsory education. The writer first explains the different qualifications certificates, i.e., the National Vocational Qualifications (NVQ) and the General National Vocational Qualifications (GNVQ) and the levels therein. An example of the curriculum for the plumbing NVQ is included. Next, there is a discussion of a number of initiatives, including the University for Industry, learning accounts, LearnDirect centres and initiatives for youth. The writer comments on the effects of the initiatives on business and training centers. Bibliography lists 6 sources.
Page Count:
9 pages (~225 words per page)
File: MM12_PGUKedtr.rtf
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Unformatted sample text from the term paper:
system also provides guidelines for how the education and training system in the United Kingdom functions and how it is financed (OECD, 1999). The concept of qualification relates to a
certificate that specifies the capabilities and the skills of the individual and it is relevant in the academic and vocational sectors (OECD, 1999). The concept of institutions has little meaning,
instead training and education if viewed in two divisions - compulsory and post-compulsory (OECD, 1999). The National Vocational Qualifications (NVQ) began in 1988 and these are defined in terms of
occupational skills that are then validated or demonstrated in the workplace. Occupational standards were developed for each occupation, such as electronics and plumbing (OECD, 1999). The NVQ were developed with
a great deal of input and recommendations from persons actually working in those industries, including employers (OECD, 1999). The NVQs did not meet with a great deal of favor, being
perceived as too basic or general, thus, in 1992, the General National Vocational Qualifications (GNVQ) were introduced (OECD, 1999). The GNVQs cover broader occupational fields and are not as directly
related to specific tasks of a job (OECD, 1999). The difference between the NVQ and the GNVQ becomes clear when one considers there are only 14 GNVQ sectors and there
are over 1,000 NVQ sectors (OECD, 1999). In terms of some sort of hierarchy of qualifications or training, the GNVQs would be placed between academic qualifications and the NVQs (OECD,
1999). After meeting the GNVQs, the individual could go on for further learning or directly to a job (OECD, 1999). Young people between the ages of 16 and 19 are
the greatest population studying/training for GNVQs while older adults are usually found working towards the NVQs (OECD, 1999). The general division of education and training in the UK can be
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