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Introductory statement 相似文献
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《Journal of Vocational Education & Training》2012,64(1):3-6
ABSTRACT This paper explores the emerging settlement surrounding vocational education and training in England in the 1990s. It describes and then considers the dangers in the post‐Fordist position that argues a high skills/high trust economy/society offers emancipatory possibilities. Insufficient attention is addressed to the way post‐Fordist concerns are lodged within capitalist social relations oriented to capital accumulation. Educational practices placed within these relations can easily lose their radicalism and sit readily alongside the concerns of curriculum modernisers who are wedded to capitalist rejuvenation. 相似文献
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Alfred Yates 《Prospects》1970,1(1):25-29
The purpose of this article is to describe the ways in which intending teachers in the United Kingdom are acquainted with
the principles and methods of educational research. Two points must be emphasized at the outset. The first is that the discussion
is intentionally limited to the content of courses of initial training; the more intensive treatment of the topics under review
that can undertaken in advanced courses of in-service training is not considered. The second point to be noted is that the
institutions-colleges of education and university departments of education-that are responsible for initial training in the
United Kingdom are free to fashion their own curricula and methods of instruction. The absence of any central control or direction
in these respects leads to a wide variety of practices and, indeed, the content of the initial training programmes in a particular
college is determined, to a considerable extent, by the experience, qualifications and predilections of the members of its
staff. The account that follows refers to the procedures adopted by some of the best qualified and most farsighted of those
responsible for the training of teachers.
Alfred Yates, formerly Senior Research Officer at the National Foundation for Educational Research, is at present Senior Tutor
in the Departmen of Educational Studies at Oxford University. His educational writings includeAdmission to Grammar Schools, Grouping in Education, An Introduction to Educational Measurement (with D. A. Pidgeon), andThe Role of Research in Educational Change 相似文献
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