Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/2102
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Levels and equivalence in credit and qualifications frameworks: Contrasting the prescribed and enacted curriculum in school and college
Authors: Miller, Kate
Edwards, Richard
Priestley, Mark
Keywords: prescribed curriculum
enacted curriculum
credit frameworks
learning outcomes
translation
Issue Date: Jun-2010
Publisher: Taylor & Francis (Routledge)
Citation: Miller K, Edwards R & Priestley M (2010) Levels and equivalence in credit and qualifications frameworks: Contrasting the prescribed and enacted curriculum in school and college, Research Papers in Education, 25 (2), pp. 225-243.
Abstract: Drawing on data from an empirical study of three matched subjects in upper secondary school and further education college in Scotland, this article explores some of the factors that result in differences emerging from the translation of the prescribed curriculum into the enacted curriculum. We argue that these differences raise important questions about equivalences which are being promoted through the development of credit and qualifications frameworks. The article suggests that the standardisation associated with the development of a rational credit and qualifications framework and an outcomes-based prescribed curriculum cannot be achieved precisely because of the multiplicity that emerges from the practices of translation.
Type: Journal Article
URI: http://hdl.handle.net/1893/2102
DOI Link: http://dx.doi.org/10.1080/02671520902928507
Rights: Published in Research Papers in Education by Taylor & Francis (Routledge).; This is an electronic version of an article published in Research Papers in Education, Volume 25, Issue 2, pages 225 - 243. Research Papers in Education is available online at: http://www.informaworld.com
Affiliation: Education
Education
Education

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