ERIC Number: ED369933
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Introducing GNVQSs: Planning, Co-Ordinating and Managing the GNVQ Curriculum.
Further Education Unit, London (England).
This bulletin is one in a series of Further Education Unit publications on introducing General National Vocational Qualifications (GNVQs) into the post-16 curriculum. It offers advice and guidance on coordinating and organizing a technical college response to the introduction of GNVQs. It is aimed at curriculum managers, GNVQ coordinators, and GNVQ program leaders. A section on planning for GNVQs addresses the following topics: setting local objectives, the student cohort, phasing in GNVQs, phasing out other qualifications, relationship to other qualifications, qualification introduction and replacement timetable, and choosing the GNVQ awarding body. The section on coordinating the GNVQ curriculum discusses responsibilities of the college coordinator, coordinating group, and program teams. Topics covered in the next section include marketing, college-school partnerships and collaboration, and progression arrangements. A section on managing the development of GNVQ programs examines the following: selection criteria, initial and diagnostic assessment, induction and orientation, learning program design, timetables, learning and assessment activities, additional studies and combinations, core skills, and assessment issues, including grading. The final section makes suggestions regarding monitoring and evaluating the introduction of GNVQs. A summary checklist for introducing GNVQs is appended. (YLB)
Descriptors: Adult Education, College School Cooperation, Cooperative Programs, Coordination, Curriculum, Educational Certificates, Employment Qualifications, Foreign Countries, Job Skills, Marketing, Postsecondary Education, Program Development, Program Evaluation, Program Implementation, Student Certification, Technical Institutes, Vocational Education
Publication Type: Guides - Non-Classroom
Education Level: N/A
Authoring Institution: Further Education Unit, London (England).