On Mon, 27 Jan 1997 19:16:30 -0500 Richard Barrett <[log in to unmask]> wrote:
> David Lines
writes
>
> >For example there is little (no) attempt in GNVQ
> >to examine the role of business in society from an ethical standpoint:
> >it is essentially utilitarian. A-level bus st has gone some way to a
> >Kantian position although perhaps not as effectively or thoroughly as
> >one might wish.
> In Advanced GNVQ the Business in the Economy unit looks at social
> cost/benefit issues of business activity. Production and Employment in the
> Economy unit looks at the effects of employment on individuals.
>
> >I think the issue of vocational versus 'academic' IS important for
> >students: learning HOW to do something is not the same as asking
> >whether or not that thing should be done, or the consequences of
> >doing it or not doing it. In short, vocationalism excludes Shon's
> >definition of professionalism: reflecting on and in practice.
> Surely this is confusing the learning *about* something and analysing it in
> a practical way - which is a characteristic of Advanced General NVQ and
> learning *how* to do something, a feature of NVQs. GNVQ students' views
> and reasoned evaluative judgements about courses of action are sought and
> encouraged. Reflecting on and in practice is what the action planning and
> evaluation aspects of GNVQ grading are about. These processes are at the
> heart of GNVQ which demonstrates its professional/academic credentials. I
> would say similar things about parts of the A level BS - hence my view that
> the vocational/academic debate masks something more subtle. Its to do with
> emphasis and choice.
>
> >As to modularity and choice, well the wider the choice, it seems to
> >me, the shallower the study. I never have believed that bus. st. could
> >be looked at in 'gobbits' - its strength was its holistic view. What
> >good is marketing without finance, or economics without h.r.m. or any
> >other combination?
> Quite. The model I was suggesting didn't exclude what might at one time
> have been called integrated modules which could be mandatory and studied
> after completing the necessary pre-requisite modules.
>
> >As I wrote in the TES last November, the current SCAA propsals are ill
> >thought through and will result in lowering standards. Students will
> >end up taking examinations all the time,
> >snip
> If these proposals go through there won't be any exams - at least not for A
> level BS!
>
>
> >Hey, it's good to have a debate, isn't it?
> Totally agree. On this list we get many of the benefits of a
> meeting/course without the hassle of late trains, blocked motorways and a
> constant stream of guest speakers! Plus you get a better cup of tea.
>
> Richard
>
----------------------------------------------------
CLTBE Project Director, Institute for Learning and Research Technology,
Univ of Bristol, 8 Woodland Road, Bristol BS8 1TN, UK
Tel:+44 (0)117 928 8478 (ILRT Office)
Tel:+44 (0)1993 774393 (Witney Office)
Fax+44(0)1993 706150
Email: [log in to unmask]
URL: http://www.ilrt.bris.ac.uk/
-----------------------------------------------------
The Institute for Learning and Research Technology was
recently formed from the merger of the Centre for Computing
in the Social Sciences and the Educational Technology
Service at the University of Bristol
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
|