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Title: TVEI in an outer-London borough : the evaluation of a vocational initiative in the main-stream secondary curriculum
Author: Cotter, Richard Mary
ISNI:       0000 0004 2705 8878
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 1991
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This is a case study of TVEI as exemplified in one local setting. The study begins with events and conditions in an outer London borough prior to its announcement in November 1982 and breaks off in July 1989. The field work is in two phases: the first was based on a two year evaluation, the second on a return visit to the borough in the Summer of 1989. The study is largely focused on the local setting, though additional chapters, supporting the study, examine (a) the larger national issues, (b) and the circumstances and orientation of the research. A further chapter examines philosophical concepts arising out of the vocational issues within the case. Three identifiable themes emerged from the case study: management of structural change, technology and vocational education. These are explored largely through the narrative which forms the bulk of the work. First, as TVEI became increasingly linked to changes in mainstream curriculum, the study came to focus on organisational change in the borough as a whole, which was intimately connected with changes sweeping through the curriculum. Second, Technology was a central issue for curriculum content and the study reveals the emergence of a balanced definition of technology as both related to artefacts and human contexts. From this flowed a cross-curricular policy of provision. The third theme, pursued within the narrative, as well as in the final chapter, consists of philosopical and cultural issues associated with vocational education. In the process, modern and Aristotelian concepts of the practical which inform vocational education, are explored. Overall, the study reveals that a team-oriented management structure emerged to deal with changes significantly influenced by TVEI. The curriculum became more integrated, community-orientated and flexible. The research ended, however, before specific, long-term local effects of the National Curriculum could be ascertained.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: Curriculum, Pedagogy and Assessment