| Creator |
|
| Language |
|
| Publisher |
|
|
|
| Date |
|
| Source Title |
|
| Vol |
|
| First Page |
|
| Last Page |
|
| Publication Type |
|
| Access Rights |
|
| JaLC DOI |
|
| Related DOI |
|
|
|
|
|
| Related URI |
|
|
|
|
|
| Relation |
|
|
|
|
|
| Abstract |
This paper addresses the issue of ‘academic-vocational divide’ in England focusing on the Qualifications and Credit Framework (QCF) and point out the role and implication of the QCF. Recent government...’s strength of the education policy includes to increase the number of those who acquire vocational qualifications and to raise the status of vocational qualifications. With this background, the National Qualifications Framework was introduced from September 2008. Under this framework, all vocational qualifications have their level (from entry to 8) which expresses their difficulty, and their size (Award, Certificate or Diploma). It is expected to make the existing qualifications system more understandable and accessible, and provide more choice and opportunity for learners. For the present, this framework includes only vocational qualifications, it is decided however to argue whether this will extend to academic qualifications. These characteristics of the QCF seem to influence today’s ‘academic-vocational divide’ which is one of the main educational issues the government has been addressing for a long time. In this paper, firstly the conception of ‘academic-vocational divide’ is examined. And based on this, the implications of the introduction of the QCF for ‘academic-vocational divide’ are pointed out. The conclusion of this paper mainly includes the following points. 1. If the Qualifications and Credit Framework would include academic qualifications in the future, it will occur that learners have more choice and diversity for the progression pathways and it will help to bridge the ‘academic-vocational divide’ in England. 2. However, the possibility of the QCF which extends to the earlier educational stage (especially Key Stage 4) may have negative influence on the present system in terms of the ‘academic-vocational divide’. 3. ‘Genuine’ reform toward resolving the ‘academic-vocational divide’ should be with realizing ‘parity of esteem’ of each stakeholder (including teachers, students, parents, employers, higher education).show more
|
Export Mendeley
tobiume_09_p033