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.

Understanding 14–19 – an Historical and Political Framework

Understanding 14–19 – an historical and political framework

The Importance of Policy Memory

14–19 policy is both complex and contested, demanding what Higham and Yeomans (2007a) refer to as ‘policy memory’. By this they mean the way in which policy actors use or do not use the history of past policies to reflect on current policy. They argue that the education policy community in England has experienced a collective policy amnesia, which results in them revisiting policies that have failed in the past. This chapter is a deliberate attempt to exercise policy memory in order to understand the main forces shaping 14–19 education and training in England, why there are sharply differing views about current policy, how mistakes might ...

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