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12cp

Part II:  What are the consequence of such aims for learning and teaching?
   
5. Challenge: Formal education is dominated by narrowly conceived forms of academic learning, thus undermining other capabilities of importance to our society, economy and citizens.
  Principle: A wider vision of education should respect and reward the practical as well as the academic, informal and experiential as well as formal learning, and should draw upon the wide range of expertise within the community.
6. Challenge: The school curriculum has become overloaded and dysfunctional, and fails to meet the needs of many young people.
  Principle: A curriculum entitlement framework should be designed to introduce young people to subjects and the broad domains of knowledge, to practical capabilities and skills, to a sense of achievement, to the ‘big issues’ which confront society and to the knowledge and dispositions for active citizenship, yet be flexible enough for teachers to adapt appropriately.
7. Challenge: Teachers’ pedagogical expertise and professionalism are essential to educational quality from early years to adult learning, but this is not consistently understood or provided for in our culture, policy and provision.
  Principle: Teachers’ expertise in the enhancement of learning should be supported and challenged by provision for continuing professional development in all phases of education and by a single system of qualified teacher status.
8. Challenge: The ‘high stakes’ testing regime serves incompatible purposes and narrows what is to be learnt.
  Principle: The different purposes of assessment (i.e. supporting different kinds of learning, holding the system accountable and certifying achievements) require different and appropriate modes of assessment, and maintenance of appropriate balance between them.

 

 

 

   
   
   
   
   
   
   
   
   
   
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