This thesis investigates the introduction of The Technical and Vocational Education Initiative (TVEI) to schools and colleges. It examines how far, and in what ways, the Initiative was able to bring about changes in LEAs and institutions. The evaluation studies carried out by the Author in three Local Education Authorities are considered and, in addition to discussing the methodology which was used, the ways in which the research was affected by its association with a contractually arranged evaluation programme are analysed. Features of educational innovation are considered in relation to the main participants in TVEI, and the ways in which these groups and individuals attempted to implement change are reviewed. The research studies, which were conducted at local and national levels. are considered. and the evaluation data that was obtained is used to consider the ways in which one of the projects managed the Initiative. The change strategies that were employed are analysed, and the developments occurring in TVEI are set against the educational background of the Authority. The ways in which the policies of the LEA influenced individual institutions are evaluated. The outcomes of this particular case study are then compared with the approaches used to introduce and manage TVEI in two other LEAs. The main findings are that: (1) there was a shift of control from the MSC to the LEAs and institutions during the lifetime of TVEI which resulted partly from the centre/periphery change model employed. This shift enabled practitioners to gain a considerable degree of control over the ways in which the Initiative was implemented. (ii) many of the changes taking place were peripheral to the main aims of TVEI. and the available funding allowed the introduction of a number of long established ideas. (iii) TVEI had a considerable influence on other initiatives introduced during the 1980's. (iv) TVEI enabled changes to take place in those LEAs and institutions that were willing and prepared for innovations to occur. (v) the initiative was introduced rapidly, and many of the changes were partial and incomplete. (vi) the ways in which TVEI influenced practice in institutions was dependent upon the roles and attitudes of the headteachers, coordinators and other key staff involved. (vii) the relationship between an LEA and its institutions was critical to the ways in which changes were introduced.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:333940 |
| Date | January 1992 |
| Creators | Hodge, Selwyn John |
| Publisher | University of Warwick |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://wrap.warwick.ac.uk/73520/ |
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