Paul Sharp

The Beginnings of GNVQs: an analysis of key determining events and factors

Abstract This article is a historical analysis of the beginnings of GNVQs in the years 1989‐91. Use is made of evidence obtained from interviews with key participants in the policy‐making processes including a former minister, a former CBI leader, senior civil servants and awarding body administrators. The political impetus behind GNVQs is brought out and the way in which NCVQ managed to take control of events and the proposals is analysed in depth. The importance of questions such as ‘parity of esteem’ with ‘A’ levels and the factors determining the basic design framework of the ‘Mark I’ GNVQ model are considered. It is shown how, in 1989, Secretary of State Baker was actively seeking reform of the further education curriculum as a means to revitalise what he regarded as an ailing sector. A little later, Minister of State Tim Eggar seized the initiative and drove forward reform at top speed. NCVQ, BTEC and City and Guilds, all with their different vested interests, saw this as a means of furthering their...

Developing Diversity Through Specialisation in Secondary Education: Comparing approaches in New Zealand and England

The paper compares approaches to curriculum specialisation in secondary education in New Zealand and England. In both countries there have been movements towards increased specialisation, though these have been quite different in form and scope. In both countries specialisation cannot be divorced from broader education policies designed to increase devolution and choice and the paper discusses these contexts before analysing the different approaches to specialisation and attempting an explanation. The authors draw on findings from research undertaken in New Zealand schools. The paper identifies three dimensions that have played a part in influencing curriculum specialisation in both countries. These are opportunity, source of impetus and support. It is argued that while local initiative is possible in New Zealand, central planning and guidance is inadequate. In England while central planning is strong and support is available, it is far from clear that real specialisation is encouraged by existing curriculum and assessment frameworks. In these circumstances in both countries it seems likely that vertical, rather than horizontal, diversity will continue to hold sway.