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Between the common and the differentiated: reflections on the work of the School Curriculum and Assessment Authority on values education
Author(s) -
Haydon Graham
Publication year - 1998
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 - 10.1080/0958517970080102
Subject(s) - curriculum , work (physics) , set (abstract data type) , action (physics) , sociology , medical prescription , political science , pedagogy , national curriculum , public relations , engineering ethics , computer science , medicine , engineering , mechanical engineering , physics , quantum mechanics , programming language , pharmacology
This article focuses on the proposals and procedures of the National Forum for Values in Education and the Community in the UK. It critically examines two conflicting strategies. The first of these is that the Qualifications and Curriculum Authority (QCA), to which the Forum reported, should provide general guidance on how each school should work out and seek to implement its own policy on values education, with no further substantive prescription incorporated into the guidance. The second strategy is that they should prescribe both a preferred set of values to be imparted and a preferred method for imparting them. The article examines the QCA framework for action which steers between these two extremes.