ERIC Number: ED329732
Record Type: Non-Journal
Publication Date: 1990-Dec
Reference Count: N/A
Teaching and Learning Strategies: An Evaluation of BTEC Courses.
Further Education Unit, London (England).
A British study reviewed teaching and learning strategies used in Business and Technician Education Council (BTEC) courses in the context of growing emphasis on student-centered approaches and work-based competence. Course coordinators, tutors, course teams, and students in Business Studies and Engineering departments at 16 centers were interviewed. The study compared learning experiences offered by different modes of study of BTEC-supported courses in the context of BTEC's general guidelines on course implementation. Findings showed that: (1) students and teachers welcomed a student-centered approach; (2) teachers had difficulty with their new role of facilitator; (3) student-centered methods were thought more time-consuming; and (4) different methods were needed for part-time students. The idea of integrative assignments was well-received, but their design was a new and difficult process for teachers. Teacher confidence in assessing common skills varied widely. Work assignments were considered important but not widely used. Course teams were recognized as the key factor in effective course delivery. Links with employers needed to be strengthened. Aims, content, and duration of induction needed to be reviewed. Specific areas of concern included staff development, effectiveness of integrative assignments, and employer linkages. Development of workshops and materials that met these needs was recommended. (YLB)
Descriptors: Basic Skills, Business Education, Comparative Analysis, Curriculum Design, Education Work Relationship, Educational Research, Engineering, Foreign Countries, Full Time Students, Higher Education, Job Skills, Part Time Students, Student Centered Curriculum, Student Characteristics, Teaching Methods, Technical Education, Work Experience Programs
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Further Education Unit, London (England).
Identifiers - Location: United Kingdom (England)