In the paper “Development of Academic and Vocational Curricula” the author analyses the issue of review and development of academic and vocational curricula at the level 14 – 19 due to differences in calibre, stand, position and ranks of the education…
Basically the outcome of the condition or in other words the end results of the subject’s views on an issue or a particular subject should be treated with fairness or egalitarianism so as to reduce or utmost get rid of the differences between the people or the society that has issues to tackle. This is often referred to as equality of outcome (Equality of outcome). This is achievable if the societies at large join in hands in promoting equality of outcome so as to give a chance to any individual, subject, idea, notion e.t.c that has any point of observation to make on a particular subject.
In regard to this subject it seems that there have been milestones in tackling the issue of review and development of academic and vocational curricula at the level 14 – 19 due to differences in calibre, stand, position and ranks of the education. Hence this has led to disarray in the education arena since the indifferences that have cropped up is visibly demonstrated between the various groups on this issue regarding whether the review is feasible or not. Definitely it is explicitly visible that equality of status is looming on this review and development of academic and vocational curricula of 14 – 19 level, since indifference has cropped up hence the debate is still an issue to tackle with a lot of keenness due to the challenge of chronological antagonism on vocational education compared to academic education in terms of its qualification status. There are also sharp and unresolved indifferences between the ministers or government’s spear leaders and the school specialist bodies in education and personalities such as Mr. Tomlinson’s inquiry and Chief Inspector David Bell among others on this education development and reforms issues of 14 – 19 level.
Cite this document
(“Development of Academic and Vocational Curricula Essay”, n.d.)
Retrieved from https://studentshare.net/education/317724-the-review-and-development-of-academic-and-vocational-curricula-at-the-14-19-level-have-been-hindered-by-an-inappropriate-and-unrealistic-pursuit-of-equality-o
(Development of Academic and Vocational Curricula Essay)
“Development of Academic and Vocational Curricula Essay”, n.d. https://studentshare.net/education/317724-the-review-and-development-of-academic-and-vocational-curricula-at-the-14-19-level-have-been-hindered-by-an-inappropriate-and-unrealistic-pursuit-of-equality-o.
However, McClelland (1973; 1976) questioned the assumed connection between cognitive tests and job success on the premise that social status, which was an essential factor between intelligence and job success, was not included in the picture. It was due to this apparent gap that McClelland developed the competency test.
The reasons for the decline of academic motivation are that (1) children’s reactions to and thinking about reinforcements and punishments change as they grow older during the elementary-school years, and (2) reinforcement contingencies change with advancing grade level in such a way that competition for grades and other rewards becomes more evident (Pressley & Mac Cormick, 2007).
Additionally, the content of curriculum must also be availed to all the learners and their instructors for an effective learning process. Nonetheless, the standards and objectives of a curriculum are meant to improve the quality of education as well as academic performance of schools; these do not however describe how the teaching process should be conducted, instead, they provide a description of what instructors should teach (State Board of Education).
ACADEMIC AND PROFESSIONAL DEVELOPMENT 1. Summary The paper tackles the issue of student plagiarism and how it has raised a great concern in the education system of the United Kingdom in the past decade. The paper also states that one of the major reasons why student plagiarism has increased is the availability of online sources.
If we look at the history of OD it goes long back to early fifties Kurt Zadek Lewin, a German born social psychologist and known to the world as "the father social psychology" is the one who first studied the group dynamics and organizational development.
People are finding it difficult to obtain work in the field because the business environment is in an endurance mode with streamlined priorities. The research team decided to use Organization Development constructs and procedures to approach these problems.
Vocational education and training occupy a central place in social and economic policy throughout the world. The last 25 years have seen a dramatic transformation in the world of work, changing not only the foundations of economies and social life but also the knowledge, skills and competencies that people require in almost every field of endeavor.
I have discovered that I learn best when I do things practically. I am therefore an activist. In order to make my learning experience more effective, I try to visualise myself doing things so that the picture of what i am learning
at the undergraduate level to have a single modality or strategy by which they would develop the academic competence of students (McKenzie & Schweitzer, 2001). The problem of the study therefore looks at challenge of finding the most effective and efficient way to achieving