'Front-loaded' Vocational Education versus Lifelong Learning. A Critique of Current UK Government Policy

Winch, Christopher; Clarke, Linda

doi:10.1080/0305498032000080701

Cited by 43 publications

(41 citation statements)

References 16 publications

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“…This model results in students being given the foundation knowledge upfront without consideration of how they will be able to transfer that knowledge to the much more unpredictable professional environment. This "front-loading" 11 of the curriculum is not helpful and leads to a number of challenges. It is common to observe students who cannot make links between theory and practice; they often cannot see the context or the likely application of fundamental science.…”

Section: Integrated Curriculum Designmentioning

confidence: 99%

Integrating Science and Practice in Pharmacy Curricula

Husband

Todd

Fulton

2014

American Journal of Pharmaceutical Education

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An integrated curriculum is one where the summation of different academic disciplines forms a coherent whole and, importantly, where the relationships between the different disciplines have been carefully and strategically considered when forming the composite. Within pharmacy curriculum integration is important in order to produce graduates who have the capacity to apply their knowledge to a range of complex problems where available information is often incomplete. This paper discusses the development of an integrated curriculum in which students are presented with an organized, logical sequence of material, but still challenged to make their own integrations and develop as integrative thinkers. An evidence-based model upon which an interdisciplinary undergraduate pharmacy curriculum can be built is presented.

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Section: Integrated Curriculum Designmentioning

confidence: 99%

Integrating Science and Practice in Pharmacy Curricula

Husband

Todd

Fulton

2014

American Journal of Pharmaceutical Education

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“…The literature also makes it clear that Britain's flexible labour market represents a risk for investment in human capital, since labour turnover can substantially reduce the return on such investment for the employer. In particular, employers frequently make only limited investment, in company-specific training, so as to avoid 'free-rider' behaviour (Koch and Reuling 1998) by other employers (Clarke et al 1994;Keep 2005;Wolf 1998;Winch and Clarke 2003). The OECD (2002) describes this situation as a 'poaching problem'.…”

Section: Current Researchmentioning

confidence: 95%

Initial Vocational Training from a Company Perspective: a Comparison of British and German In-House Training Cultures

Pilz

2008

Vocations and Learning

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Vocational training and skills are playing an increasingly important role in the developed economies. However, both the vocational education structure and the underlying philosophy and culture of education and training vary from country to country. What is clear, though, is that employers play a crucial role in all cases; this paper explores the reasons why companies in different countries are willing to invest in initial vocational education and how they do so. The paper will focus on Great Britain and Germany as examples of a market-led model and a state-directed model, respectively. Interviews with employers in both countries show that, in Britain, initial vocational education is strongly task-related in most cases or else is seen as the employee's private, individual concern. In Germany, by contrast, a much broader range of initial vocational education is available and is viewed as an integral part of company culture.

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“…Many studies highlight the need to find a balance between on-the-job training and off-the-job training, where students develop knowledge that underpins their practice and where they acquire transferable skills (Snell and Hart 2007). The similar concern of excessive on-thejob training is observed in the UK (Winch and Clarke 2003). It is important to broaden the learning experiences of students through their engagement into a coherent programme that helps to develop knowledge, skills and their application (ibid).…”

Section: Quality and Delivery Of Vocationalisationmentioning

confidence: 99%