This work provides a guide to GNVQ assessor units that teachers must work towards, and is directly linked to the teacher's role in the planning and implementation of GNVQs. It provides examples and case studies across a number of different occupational areas.

A new edition prepared to meet the 2000 specifications with a fully illustrated text.

This practical guide offers advice to teachers running GNVQ courses. Using case studies, the author identifies the key implementation issues and suggests possible solutions to problems that the teacher might encounter. Models of good practice are given, along with alternative approaches.

Exactly the right amount of support at each level ensures that you really get the most out of your GNVQ students. There is a Student Book covering all the compulsory units, Tutor's Resource File for each level and a Student Book covering four of the optional units at Intermediate level.

This book provides an account of the curricular consequences of the outcomes approach to education (NVQs GNVQs etc). It contains contributions from leading experts in the field and, as such, is likely to become the core text in this area. An initial discussion of the main themes leads the reader into a discussion of key ideas and the theory behind the Outcomes approach covering, in addition, issues concerning standards and quality. Areas of the curriculum covered include assessment, modularization, flexible learning and work-based learning, higher level competences and the autonomous learner. It should be of interest to all concerned with the development of the curriculum, ranging from school sixth forms through further and higher education to professional industrial trainers with an interest in the development of education and training in the UK.

Kathryn Ecclestone's book addresses the thorny issue of assessment in post-compulsory education - lifelong learning.

This book looks in detail at the strong contrasts in the provision traditionally made for 'academically' and 'vocationally' minded students, and looks at differences and similarities in practice. The chapters report evidence of how students on both sides think they have been taught. They also report on how those students prefer to learn, how their teachers define the kinds of learning appropriate for particular qualifications and how the organisation of learning for 'different but equal' qualifications was observed in forty schools and colleges. The book's main focus is on the objectives and processes of learning at a stage which is certainly being transformed, but which is still powerfully shaped by myths about the sixth form and education of 'leaders'.