The TVEI and the national curriculum: A cautionary noteFootnote¹

This paper was first presented at a conference. TVEI and the National Curriculum, organised by the Centre for Secondary & Tertiary Inservice Training [CSTIT], School of Education, University of Exeter, on the 16–17 February, 1990. It was subsequently included in a collection of papers from the conference edited by the Centre's Director, Dr Mike Golby. We gratefully acknowledge Dr Golby's permission to resubmit the paper (with minor revisions) for publication in this journal. A number of other colleagues, including Paul Croll, Eira Makepeace and John Isaac (all from Bristol Polytechnic) and Dr Pat Sikes (University of Warwick) also read and commented on an earlier version of the paper. We are thankful for their time, advice and written suggestions. None of them, however, should be held responsible for the published paper's arguments and analyses.

References

• This paper was first presented at a conference. TVEI and the National Curriculum, organised by the Centre for Secondary & Tertiary Inservice Training [CSTIT], School of Education, University of Exeter, on the 16–17 February, 1990. It was subsequently included in a collection of papers from the conference edited by the Centre's Director, Dr Mike Golby. We gratefully acknowledge Dr Golby's permission to resubmit the paper (with minor revisions) for publication in this journal. A number of other colleagues, including Paul Croll, Eira Makepeace and John Isaac (all from Bristol Polytechnic) and Dr Pat Sikes (University of Warwick) also read and commented on an earlier version of the paper. We are thankful for their time, advice and written suggestions. None of them, however, should be held responsible for the published paper's arguments and analyses.
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• A set of MSC criteria and guidelines for TVEI was sent to all Directors of Education in January, 1983.
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• For more detailed discussion of this point see:
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• This, of course, is over simplified. As Dr Pat Sikes (University of Warwick), one of our reviewers, reminds us the degree of autonomy which teachers of TVEI actually experienced depended very much on the way in which their schools were organised and the amount of freedom they had as a consequence to influence policy and take initiatives.
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• For discussion of the influence of the English ‘New Right’ on the government's policies for secondary education see:
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• Johnson, op cit, p. 118.
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• This issue is discussed in
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• Fuller , A. 1987 . Beyond TVEI: A Study of 16+ TVEI Leavers , London : Manpower Services Commission .
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• This paper was first presented at a conference. TVEI and the National Curriculum, organised by the Centre for Secondary & Tertiary Inservice Training [CSTIT], School of Education, University of Exeter, on the 16–17 February, 1990. It was subsequently included in a collection of papers from the conference edited by the Centre's Director, Dr Mike Golby. We gratefully acknowledge Dr Golby's permission to resubmit the paper (with minor revisions) for publication in this journal. A number of other colleagues, including Paul Croll, Eira Makepeace and John Isaac (all from Bristol Polytechnic) and Dr Pat Sikes (University of Warwick) also read and commented on an earlier version of the paper. We are thankful for their time, advice and written suggestions. None of them, however, should be held responsible for the published paper's arguments and analyses.
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