ABSTRACT
As the preceding chapter demonstrated, the pedagogy of instrumental progressivism was pioneered amongst 16-to 19-year-olds in further education colleges, though it quickly made its way into schools where it reached a younger age group. In further education are found the attendant emphases of instrumental progressivism: a shift towards competencies and skills away from the primary concern with content; closer links between colleges and the world of work; a concern for project-based study rather than for discipline-led teaching; a heightened interest in experiential learning which accompanies the promotion of a student-centred approach; and all the rest.
