Suchergebnisse

Klappentext: How higher education has failed democracy and impoverished the souls of today's students. The author says, "More than anything else, this book is to be taken as a report from the front. The reader can judge for himself the gravity of our situation. Every age has its problems, and I do not claim that things were wonderful in the past. I am describing our present situation and do not intend any comparison with the past to be used as grounds for congratulations or blaming ourselves but only for the sake of clarifying what counts for us and what is special in our situation."

This is a reassessment of the moral and theological foundations of modern Europe. It challenges a number of deeply rooted assumptions about the basis of both Scottish culture and of Enlightenments in general.

This paper looks at post-16 progression opportunities for a group of previously disaffected 14–16-year-old students who undertook vocational learning in their final two years at school in the north-west of England. The paper argues that advanced forms of vocational learning at key stage 4 are leading to over-skilling and educational limbo for many young people. Questionnaire data was obtained from 109 participants in total. These included 16-21-year-olds looking to enter further education or employment with training (n=84), 14 vocational learning tutors, and 11 further education teachers. Although the vocational route can lead to a nationally recognised qualification, literacy and numeracy achievements are often below the expected standard, thus creating a mismatch in identified abilities. Due to the current government-enforced pressure to succeed in English and maths, a perceived 'deficiency' in any of these areas presents a significant barrier to progression. The students in this study are seen to be vocationally over-skilled yet underachieving in academic areas. As such, progression routes are severely limited, resulting in a high number of individuals dropping out of learning altogether.