By David Hopkins

The Technical and Vocational schooling Initiative (TVEI) has been an important curriculum innovation for colleges and schools within the uk through the mid-eighties. It has initiated a brand new kind of curriculum improvement via categoric investment and a brand new concentration for the schooling of 14-18 12 months olds that's vocational, functional and offers scholars extra accountability for his or her personal studying. The pilot section of the undertaking is coming to an in depth, and shortly all secondary faculties should be focused on TVEI. This booklet seriously discusses the achievements and growth of the TVEI pilot at its switch of existence because it strikes from pilot to extension. The individuals to the booklet are neighborhood evaluators of TVEI and feature been heavily concerned with the improvement of the venture over the last 5 years. The fourteen chapters of the ebook are divided into six sections: evaluation; administration of curriculum swap; educating and studying kind; scholar profiling; evaluate and critique. Taken as an entire the contributions offer a complete, balanced and customarily confident view of this crucial academic innovation at a severe degree of its improvement.

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A very good start has been made. The enthusiasm and the rhetoric were essential to that start as they are to the efforts of all reformers but now we look at the lessons provided by the monitoring of the pilot schemes and see what Page 11 we need to do now that they cease to be pilotsthe pilots are dropped and the main voyages begin. As a keynote I go back to something which was published 66 years ago for there is little really new in the recurring themes of education, as Mathieson & Bernbaum's recent paper (1988) may remind ustoo pessimistically in this context.

Since I have had both the opportunity and facilities to look generally at what has come out of all this work I now believe that such a review is both necessary and timely in these closing stages of the pilot projects. I think that the messages which are identifiable from this overview give us a direction for future development and remind us that this is indeed merely 'the end of the beginning'the real work still lies ahead. The British secondary and further education systems are big, longstanding and complex.

Although Senker's view of TVEI is somewhat tangential to the main theme of the book, which is devoted to gleaning educational lessons from the local evaluations of the TVEI pilot, it does point up the need for those responsible for initiating and managing TVEI policy to clarify its educational purposes and to design structures for effective implementation and evaluation. Ian Jamieson's critique reflects a more intimate knowledge of the scheme in practice. In Chapter 14 he draws together many of the issues surrounding the management of change in TVEI and outlines some serious shortcomings.

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