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A Basis for Choice
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This article is published in Journal of Curriculum Studies.The article was published on 1981-10-01. It has received 58 citations till now. The article focuses on the topics: Choice set & Basis (linear algebra).read more
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Patterns of core and generic skill provision in higher education
TL;DR: In this paper, the authors seek to gain enhanced understandings of the acquisition and development of core and generic skills in higher education and employment against a backcloth of continued pressure for their effective delivery from employers, government departments, and those responsible for the management and funding of higher education.
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Core Skills, Key Skills and General Culture: In Search of the Common Foundation in Vocational Education
TL;DR: In this article, the authors argue that core skills are an ineffective surrogate for general education and culture in vocational programs, and argue that they have not lived up to their promise of providing a catalyst for other desirable curriculum and qualification reforms such as the integration of academic and vocational learning.
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Creativity and performativity: the case of further education
Robin Simmons,Ron Thompson +1 more
TL;DR: In this paper, the authors examine the circumstances affecting creative teaching and learning within the specific context of English further education (FE), a sector which has proved to be particularly fertile ground for performativity.
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Unifying Academic and Vocational Learning: the state of the debate in England and Scotland
TL;DR: In this paper, the authors illustrate the potential of home international comparisons as a tool for analysing the education systems of the UK and compare the contexts of the "unification" debate in the two countries, and describe how policies and debates have developed since the 1970s.
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Records of Achievement and The Learning Society: a tale of two discourses
TL;DR: The authors argued that the steadily increasing influence of the discourse of the assessment society is actively inhibiting the development of a learning society, and argued that while an assessment discourse of "performativity" rather than "empowerment" remains dominant, initiatives like recording achievement are unlikely to have more than a marginal impact.