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ERIC Number: ED324491
Record Type: Non-Journal
Publication Date: 1990
Pages: 144
Abstractor: N/A
ISBN: ISBN-1-85338-183-7
ISSN: N/A
Curriculum Development through YTS Modular Credit Accumulation.
Further Education Unit, London (England).
This document reports the evaluation of the collaborately developed Modular Training Framework (MainFrame), a British curriculum development project, built around a commitment to a competency-based, modular credit accumulation program. The collaborators were three local education authorities (LEAs), those of Bedfordshire, Haringey, and Sheffield, later joined by Liverpool LEA and the Wirral Metropolitan College. Section 1 of the report is an overview of evaluation objectives. Section 2 outlines the introduction of the Youth Training Scheme (YTS), subsequent changes and developments, and the response of the further education sector. Development of the project is discussed with emphasis on the advantages and disadvantages of collaboration. Section 3 on program design considers the background to the trend to modularization; emphasizes trainee-centered and negotiated curricula, access, and curriculum entitlement; and focuses on integration in the MainFrame modular system. The methodology used for the derivation of a competency-based program and associated assessment considerations are examined. Section 4 evaluates how MainFrame operates in practice. Topics include delivery of programs, different learning and teaching styles, initial assessment, action plans, guidance and support, assessment and its relationship to National Vocational Qualification, and integration of on- and off-the-job training. Section 5 considers the institutional support required to make MainFrame effective, the critical role of the liaison officer, and staff development needs. Section 6 summarizes major lessons in the context of MainFrame's possible future developments. Appendices provide a checklist of questions used in the evaluation an a training inventory form. (YLB)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Further Education Unit, London (England).
Identifiers - Location: United Kingdom (England)