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Curriculum change: a study of the implementation of General National Vocational Qualifications
Author(s) -
Higham Jeremy
Publication year - 2003
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1080/0958517032000137649
Subject(s) - curriculum , vocational education , scope (computer science) , adaptation (eye) , mathematics education , curriculum theory , sociology , field (mathematics) , pedagogy , curriculum mapping , curriculum development , engineering ethics , psychology , computer science , engineering , pure mathematics , mathematics , neuroscience , programming language
This article focuses on curriculum change, in particular on course team responses to the introduction of a new curriculum and on the implications of empirical findings for our understanding of curriculum implementation and change. The case discussed is that of the second version of GNVQ. The discussion is based on an analysis of data collected across twenty‐two course teams in ten schools and colleges over a two‐year period as part of an ESRC‐funded project. The model of comprehensive assessment of the second version of the GNVQ is one in which the curriculum reinforcement role of assessment related to the coverage and standards of the qualification but not to the design of courses. Theoretically, significant scope was accorded to course teams to develop and provide courses that responded to local contexts. The article explores how patterns of difference and similarity in course team responses to the introduction of this curriculum might be explained and indicates three broad approaches: implementation, adaptation and assimilation, relating these responses to the existing experience and expertise of members of the various course teams. The article draws on concepts from the field of linguistics to put forward the notions of ‘curricular fields’ and ‘sub‐curricular fields’ and suggests that curriculum implementation needs to take greater account of the sub‐curricular fields of course teams.