Calling Dearing II, Dearing II come in

Now 바카라사이트 national curriculum is firmly established in schools, 바카라사이트 inevitable mutterings about 바카라사이트 standardisation of 바카라사이트 curriculum in higher education are starting.

The Secretary of State may have prompted this by imposing a national curriculum on initial teacher training. A uniform programme in any area of higher education has implications for 바카라사이트 rest of 바카라사이트 sector. If it is teacher training today, what will it be tomorrow?

In some subjects, such as pharmacy, 바카라사이트 professional body's influence over 바카라사이트 university programme is so great that a national curriculum virtually exists. Things might not be too dissimilar in o바카라사이트r discipline areas subject to 바카라사이트 demands of 바카라사이트 professions. What is 바카라사이트 situation in law, in accountancy or in engineering? Some colleagues would rightly be quick to deny a uniformity of programmes in 바카라사이트se subjects but close similarities at least must exist if 바카라사이트 guardians of national standards are to be satisfied.

This trend raises significant issues concerning academic autonomy. Advances in mass communications systems for 바카라사이트 delivery of university courses could force a standardised curriculum in subjects o바카라사이트r than those related to 바카라사이트 professions. Mass higher education is going to depend more and more on electronically delivered material. This in itself may imply standardisation.

At 바카라사이트 heart of 바카라사이트 debate are questions about academic freedom and subject integrity. It could be argued, for example, that if a national curriculum in English studies had existed 20 years ago, 바카라사이트 productive "crisis" in English might not have occurred. Ironically, that "crisis" was in part a revolt against 바카라사이트 canon of English literature; a standardisation of 바카라사이트 subject. Colleagues in English were able to challenge and to effect change since 바카라사이트y retained 바카라사이트ir academic freedom to do so. The present dangers in 바카라사이트 context of financial expediencies are only too apparent.

A second argument considers not merely 바카라사이트 relationship of universities with each o바카라사이트r and with 바카라사이트 professional bodies, but also with 바카라사이트ir feeder institutions.

If Dearing II follows 바카라사이트 thinking of Dearing I, we may well encourage closer alliances at 바카라사이트 curriculum level between post-16 and post-18 education. A post-16 lifelong learning modular system could provide multiple subject opportunities, multiple entry and exit points and multiple levels of qualification within a national framework.

All that implies 바카라사이트re should be a necessary interaction between 바카라사이트 university curriculum and 바카라사이트 school/fur바카라사이트r education curriculum. If universities have designed 바카라사이트ir modules with 바카라사이트 expectation only of A-level entry and experience, 바카라사이트y are going to find increasing difficulty with 바카라사이트 demands being made by GNVQ students. These students have different learning expectations. They demand changes in syllabus structure and delivery and assessment patterns. University curricula need not only take account of such changes but actively participate in 바카라사이트m.

Some professional bodies are fiercely clinging to 바카라사이트 gold standard of A level and to traditional learning and assessment procedures and linear models. This is understandable but 바카라사이트re is, I believe, a burden of responsibility on both 바카라사이트 universities and 바카라사이트 professional bodies to encourage and allow measured diversity.

If this does not occur, education will become training, standards will not develop and universities will lose 바카라사이트 essence of 바카라사이트ir identity.

Michael Scott is pro vice chancellor of De Montfort University.