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New Vocational Qualifications in Child Care and Education in the UK
Author(s) -
Calder Pamela
Publication year - 1995
Publication title -
children and society
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.538
H-Index - 58
eISSN - 1099-0860
pISSN - 0951-0605
DOI - 10.1111/j.1099-0860.1995.tb00440.x
Subject(s) - vocational education , nothing , early childhood education , context (archaeology) , child care , dual (grammatical number) , pedagogy , political science , economic growth , sociology , nursing , medicine , history , economics , art , philosophy , literature , archaeology , epistemology
SUMMARY: This paper explores the implications of the introduction of the new system of National Vocational Qualifications (NVQs) in Child Care and Education. The historical context of provision and the dual system of training of early childhood workers in Britain, split between care and education, is briefly described to show why pressures for change have come about. The background to the development of the qualifications is examined to see what light this throws on their current implementation. The paper argues that, compared with Europe where most countries are moving towards graduate status for early childhood education workers and many are thinking about an integration between care and education, with the introduction of our new child care NVQs we are moving in the opposite direction. Their introduction is likely to entrench the current split and does nothing to encourage the development of higher level qualifications which integrate care and education.