The authors provide an overview of current policy in the 14-19 area. They cover changes to 14-19 education, diplomas, and work-based learning in the context of new developments. They provide a comprehensive and up-to-date account of the new 14-19 phase with a focus on A levels and GCSEs, the new 14-19 Diplomas vocational learning and institutional collaboration. Drawing on international and historical analysis, recent research and practice and interveiws with policy actors, the authors set out the case for a more unified and strongly collaborative approach to the organisation of upper secondary education in England. The book is intended for education practitioners, policy-makers and researchers. It is for PGCE students on new 14-19 courses, and for those following Masters level courses on 14-19 curriculum and training. The authros are both co-directors of the Nuffielld Review of 14-19 Education and Training in England and Wales, which is a six-year independent review of all aspects of 14-19 policy, research and practice funded by the Nuffield Foundation. The Review is based at the Department of Educational Studies, Oxford University.
Chapter 1: Discussing a 14–19 Phase in England
Discussing a 14–19 Phase in England
14–19 Education and Training – Important but Poorly Understood
Currently, 14–19 education in England is a paradox. It has become a prime area of policy development backed by serious resources aimed at improving national educational performance. It is a highly charged area with passionate debate amongst educationalists, policy-makers and the education research communities about how it should be organized and developed. At the same time, the majority of those outside the education system do not readily recognize the concept of a 14–19 phase (Lumby and Foskett 2005).
So why is something that is so important to policy-makers and educationalists not obvious to the general public? One major reason is that, despite the Government's recent announcement about ...