Very damaging effects are attributed to the deep divide between
academic and vocational post-compulsory education which has marked
the English education system. It has been blamed for keeping one
side too narrowly academic and the other too narrowly practical.
Even worse, a persistent belief that real education post-16 is
properly reserved for an academically-minded minority has kept
participation rates well below those of most comparable countries,
thereby producing an under-educated and under-skilled workforce.
This text looks in detail at the contrasts in the provision
traditionally made for academically and vocationally minded
students, and looks at differences and similarities in practice.
The chapters report evidence of how students on both sides think
they have been taught. They also report on how those students
prefer to learn, how their teachers define the kinds of learning
appropriate for particular qualifications, and how the organization
of learning for different but equal qualifications was observed in
40 schools and colleges.
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