THE PROBLEM OF RELEVANCE IN EDUCATION – Project topics materials

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The Scottish Qualifications Authority

In order to achieve coherence in qualifications « Higher Still-Opportunity for All » was published in 1994. This document recommended that the SEB and SCOTVEC be combined into one single awarding body, viz Scottish Qualification Authority (SQA). The union took place on 1 April 1997 (Scottish Office Website 1998). According to the Scottish Office, White Paper on Education (cf Scottish Office 1997:6) the SQA would promote « parity of esteem between knowledge-based and practical learning and improve the status of the latter. The emphasis is on opportunity for all. Everyone, from those who have severe learning difficulties to those with exceptional abilities will be able to select from a large menu of programmes something that is right for them.

The Primary School

The primary school admits learners between the ages of 5 and 12 years. The foundation years in the primary school is devoted to providing a broad, basic 157 education. Between 10% and 25% of primary school curriculum time is spent on language (15%), mathematics (15%), environmental studies (25%), expressive arts (15%), religious and moral teaching (10%), optional studies (20%), such as the orientation of learners into the possibilities of modern technology. Computers are used from an early age. Learners in the remote areas rely on computers to supplement and enrich their learning.

The Secondary School

Secondary schooling may be terminated at the age of 16 years with1a Standard Grade Certificate (or a national certificate in vocational subjects). The Standard Grade Certificate may be taken at the foundation, general or credit level. Higher and Advanced Higher was introduced in 1999 and offered at five levels: Access, Intermediate, Intermediate 2, Higher and Advanced Higher. Managing learner assessment has become increasingly important in the award of secondary qualifications. The SQA acknowledges the use of internal and external assessment at the secondary level of educational provision. Secondary schools are becoming more business-like, with a wide range of modularised vocational subjects available in the 5th and 5th years.

Skillseekers

Skillseekers is a training programme that enables 16 – 17 year olds to undergo work-based learning which will lead to qualifications in craft, technician and trainee-management subjects (British Council 1998a: 15). The Scottish system is unified and coherent, combining the routes for vocational and academic qualifications. The Scottish Qualifications Authority ensures that all qualifications in Scotland are « relevant, that they meet the needs of individuals, society and the economy and that they are flexible enough to respond to change » (British Council 1998b: 8).

Historico-legal factors

Factors of relevance in respect of the influence of historico-cultural data on educational provision emerged in all three studies. The long tradition of German craftsmanship and the high value attributed by Japanese society to literacy and life-long learning emerged from these national traditions as factors of relevance. Both studies indicated relevance in the traditions of vocationalism that were unique to each economy. The German part-time vocational school emerged in the late nineteenth century and became the principal means whereby Germany trained skilled workers. Confucian values are considered to be factors of high relevance in contemporary Japanese society.

Structure of education

Both Germany and Japan have well-established systems of education with long traditions. The German system of education makes provision for an early vocational selection of learners. Provision has been made for compulsory 183 vocational school attendance for early drop-outs. While streaming is a reality of the German educational system, the value attributed to the general educational component of learning has not been over-looked. The German Abitur is a very important educational qualification, even for admission to the dual system. The Japanese system’s strong emphasis on a university education was concluded as an essential aspect of Japanese educational preparation for the workplace. Workplace relevance was also perceived in the emergence of the Miscellaneous Schools and Special Training Colleges.

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Reforms and future developments

The country data indicated that both the German and Japanese systems had been criticised by national leaders for being rigid. Authoritarianism permeated both systems. While opportunities for dialogue had been created by German legislation, the data nevertheless indicated that the problems of the rigidity of the system would require evaluation in respect of relevance. The frequently asked question « has the dual system run out » required critical examination by German authorities in the light of the highly competitive world market. The reforms of the Japanese system were also focused on achieving greater relevance in the global markets. The limited success of these reforms was attributed to conservative opposition to reform. Traditions in the Japanese system of educational provision proved to be more of a barrier to relevance than the reformers had anticipated.

TABLE OF CONTENTS :

CHAPTER 1: BACKGROUND TO THE PROBLEM, FORMUAL TION OF THE AIMS AND THE RESEARCH STRATEGY
- Introduction to the problem
- Dissatisfaction with the current system of educational provision
- Educational provision and economic goals
- Rationale
- Statement of the problem
- Aims of the study
- Conceptual I theoretical framework
- Introduction
  - Education
  - Relevance
  - Providers
  - Provision (of education)
  - General education
  - Further education and training
  - Vocational education
- Skills
- Low-level skills
- Intermediate-level skills
- High-level skills
- Learnership (apprenticeship)
- Research strategy
- Definitions and departures from literary practice
- Paragraph: abbreviation
- Sequencing: trends, critical issues, reforms (future developments)
- Definitions: learning programme and specific learning
- programme
- Spelling, punctuation and language practice
- Use of World Bank classification of national economies
- Chapter divisions
CHAPTER 2: THE PROBLEM OF RELEVANCE IN EDUCATION
- Introduction
- The problem of relevance and work orientation
  - The role of education as an agent of change: the human capital perspective
  - The role of education as an agent of change: the modernisation perspective
- The problems of relevance in education in the high-income economies
  - The problem of relevance in the low-income economies
  - The problem of relevance and the liberal ideal
  - The problem of relevance and the South African experience
- Conclusions
- The relationship between humans and society
- Education as an agent of change
- The economic problems
- Economics and education
  - The liberal I vocational debate
  - The analytical format
- Analytical format
- Trends, reforms and critical issues: definitions
- Trends
- Critical issues
- Reforms (or future developments)
CHAPTER 3: THE PROBLEM OF RELEVANCE IN THE PROVISION OF EDUCATION IN HIGH-INCOME ECONOMIES
- 3.1 General Introduction
- 3.2 The problem of relevance in the provision of education in Germany
  - 3.2.1 Historico-legal data
  - Introduction
- Historico-legal data
- Introduction
- Historical background
- Background to the action plan
CHAPTER 4: THE PROBLEM OF RELEVANCE IN THE PROVISION OF EDUCATION IN LOW-INCOME ECONOMIES
- Introduction
- The problem of relevance in the provision of education in the former Soviet-Union and Russia
- Introduction
- The historico-legal data
- Introduction
  - The Romanov dynasty to the revolution
  - Marxist-Leninism and the relevance of educational provision during the Soviet era
  - Developments in educational provision in post-communist Russia
CHAPTER 5: THE PROBLEM OF RELEVANCE IN THE PROVISION OF EDUCATION IN THE PROVINCE OF KWAZULU-NATAL
CHAPTER 6: CONCLUSIONS