The report's main findings reveal that the introduction of GNVQs has been much welcomed by senior staff, teachers and students in schools. The National Council for Vocational Qualifications, the awarding bodies and schools have made strenuous efforts to meet a challenging timetable for implementation. But there is insufficient guidance for schools, as yet, and too few opportunities for them to work collaboratively in addressing issues such as the role of core skills and the standardisation of assessed work. The quality and range of resources to support teaching and learning are variable and, at best, only satisfactory.
Education-Teaching, Schools-Teaching, Education-Theory, Assessment,