• Summary
  • Contents
  • Subject index

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 ...

14–19 Organization and Governance: Towards Strongly Collaborative Systems
14–19 organization and governance: Towards strongly collaborative systems
The Institutional Landscape in England

This chapter discusses government policy on organization and governance, characterizing the current institutional arrangements for 14–19 education and training as still strongly competitive and weakly collaborative. It describes the various types of partnership arrangements that have been formed as a result of recent government policies, identifies some of the drivers and inhibitors of their development and outlines the dimensions of a more strongly collaborative approach. The final part of the chapter focuses on wider governance issues resulting both from policy on devolution and from the needs of 14–19 education and training. It concludes by making the case for a shift in governance arrangements to move towards ...

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