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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.
|1||The importance of 'policy memory' and 'system thinking' for curriculum and qualifications reform in England||5|
|2||Understanding and judging Curriculum 2000||27|
|3||Curriculum 2000 - patterns of change||53|
|4||Reforming A levels under Curriculum 2000 - a halfway house?||81|
|5||The Advanced Vocational Certificate of Education - a general or vocational qualification ?||101|
|6||Developing key skills in the 14-19 curriculum: from an assessment-led to a curriculum-led approach||119|
|7||Shaping Curriculum 2000: the role of higher education and other external incentives||137|
|8||Beyond A levels - a new approach to 14-19 curriculum and qualifications reform||153|
|App. 1||The Institute of Education/ Nuffield Foundation Research Project (1999-2003)||175|
|App. 2||The take-up of AGNVQ and AVCE, 1999-2002||179|
|App. 3||The UCAS Tariff||181|