Reforming 14-19 Learning
Reforming 14-19 Learning
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改革 14-19 岁学习
DOI：
10.1111/j.1468-0041.2004.00369.x
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
K. Spours
中科院分区：
文献类型：
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作者：
A. Hodgson;K. Spours
可以说，现在14-19岁阶段是教育改革最重要的焦点，不仅因为它的表现不如许多其他国家的高中教育，还因为它仍然是一个“以失败为基础的系统”，在文化上对选择比对进步更感兴趣。随着年轻人通过国家课程，目前14-19岁资格证书的性质可能会破坏最近在较低年龄范围内取得的成就。尽管内部逐渐发生了一些变化，如模块化和2000年课程改革，选择性A - level考试仍然在数量和文化上占据主导地位。英国普通中等教育证书（GCSE）考试曾被视为16岁后参与教育的促进者，但现在却扮演着越来越退步的角色，因为那些在16岁时没有获得5个a *到C成绩的年轻人倾向于认为自己是教育上的失败者。另一方面，职业教育经历了连续的改革浪潮，试图提高参与水平，实现平等的尊重，最近的尝试是在职业科目中设立“学术化”奖励——avce和gcse。
The 14-19 phase is now, arguably, the most important focus of education reform not only because it continues to perform less highly than upper secondary education in many other countries, but also because it remains a ‘failure-based system’more culturally interested in selection than progression. As young people make their way through the National Curriculum, the current nature of 14-19 qualifications threatens to undermine recent attainment gains lower down the age range.Selective A Levels still dominate the landscape both numerically and culturally, despite gradual internal changes such as modularisation and the Curriculum 2000 reforms. The GCSE examination, once regarded as a facilitator of post-16 participation, plays an increasingly regressive role because of the tendency of young people who do not gain 5 A* to C grades at 16 to see themselves as educational failures. Vocational education, on the other hand, has undergone successive waves of reform to try to raise levels of participation and to achieve parity of esteem, the latest attempt being the creation of ‘academicised’awards–AVCEs and GCSEs in vocational subjects.