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The vocational curriculum in England 1974-1994 : a socio-historical study of the Business and Technology Education Council's National Diploma in Business and Finance

Fisher, Roy (1999) The vocational curriculum in England 1974-1994 : a socio-historical study of the Business and Technology Education Council's National Diploma in Business and Finance. Doctoral thesis, University of Huddersfield.

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    Abstract

    The BEC/BTEC National Diploma in Business and Finance was, from the late
    1970s to the mid 1990s, a major vocational award in England, Wales and
    Northern Ireland. Although the majority of BEC/BTEC students were located
    in the further education colleges within the somewhat marginalised postcompulsory
    sector, the BEC/BTEC National level curriculum was directly
    experienced by hundreds of thousands of students as well as their lecturers,
    and indirectly by a range of educational stakeholders including employers
    and university tutors coming into contact with former BEC/BTEC students.
    Having transformed the rhetoric and substantially altered pedagogic practices
    within further education the BTEC National Diploma was beginning to
    establish an identity when it was, in effect, superceded by the Advanced
    GNVQ in Business. Notwithstanding the significance of BEC/BTEC as a
    major awarding body the associated curriculum attracted relatively little
    interest from researchers, receiving only a fraction of the attention which has
    been attracted by the more recent NVQs and GNVQs. This study is primarily
    a curriculum history which aims to provide an account of a curriculum which
    was conceived and implemented at a time before policy makers had come to
    recognise the value of the post-compulsory sector as an engine for potentially
    improving national economic performance, and as a catalyst for the creation
    of a culture of life-long learning. The study attempts to theoretically
    contextualise the BEC/BTEC curriculum as an important instance of
    vocationalism. Ideas drawn from Gramsci, Althusser, Foucault and Lyotard
    are utilised in order to provide a critical but multi-perspectival analytical
    framework. The study incorporates an outline discussion of vocationalism in
    England; an account of the genesis and development of BEC/BTEC as an
    institution; an overview of various versions (or "generations") of the
    BEC/BTEC National curriculum as well as those which have superceded it
    (using course specifications and associated documents); and presents
    perceptions of the BEC/BTEC National curriculum drawn from a
    questionnaire survey and interviews. The BEC/BTEC National curriculum is
    seen as an innovatory curriculum which, for many students, presented
    important opportunities to progress. It is suggested, however, that ideological
    assumptions implicit in the model of vocationalism as operationalised in late
    Twentieth Century capitalism have necessarily emasculated the critical
    potential and intellectual integrity of vocational education and training in
    England.

    Item Type: Thesis (Doctoral)
    Additional Information: EThOS Persistent ID uk.bl.ethos.323812
    Uncontrolled Keywords: BTEC, Education, History
    Subjects: H Social Sciences > HG Finance
    L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
    L Education > LB Theory and practice of education > LB2300 Higher Education
    Schools: School of Education and Professional Development
    School of Education and Professional Development > Centre of Lifelong Learning and Social Justice
    School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Teaching, Public Pedagogies and Professionalism Research Group
    School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Social Cohesion Research Group
    Related URLs:
    Depositing User: Graham Stone
    Date Deposited: 30 Jun 2009 16:34
    Last Modified: 28 Oct 2013 14:00
    URI: http://eprints.hud.ac.uk/id/eprint/4848

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