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.

The Future of the 14–19 Phase in England

The future of the 14–19 phase in England

The prognosis for a coherent and enduring 14–19 phase of education and training in England lies in the balance. On the one hand, there are strong arguments for its existence. These coalesce around the case for an uninterrupted upper secondary education from the age of 14 to the age of 18/19 to help young people make a successful transition from school to adult and working life. The idea of an extended phase was formalized by the Government's announcement that it intended to the raise the participation age to 18 by 2015. On the other hand, this laudable aim is confronted by a formidable set of practical, structural and cultural barriers. ...

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