Overview

In recent years 14-19 education has been the subject of numerous reviews, innovations and policy changes. What can be learnt from this experience and do current policies incorporate this learning? In this book, leading experts on 14-19 education and training explore the concept of policy-learning and examine recent policies and policy-making in England and Scotland. They focus on three main types of policy-learning: learning from the experience of earlier policies, learning from local innovations and learning from comparisons with other countries, including ‘home international’ comparisons within the UK. They suggest that in order to meet current challenges in 14-19 education, it is not only the policies that need to change, but also the way in which policies are made. The book concludes by arguing that only a participative approach to policy-making, bringing together policy-makers, practitioners and researchers, can form the basis of a comprehensive strategy for improved policy learning. This book will be of interest to all those involved in, or affected by, policy-making in the increasingly high-profile and politically charged field of 14-19 education.

Full Product Details

9780854737468

Table of Contents

Reviews

This volume represents an interesting and valuable contribution to this branch of research, and one that lends itself to being used as the basis for teaching on the topic of policy formation. -- Ewart Keep, University of Cardiff London Review of Education, Issue 6:1

This volume represents an interesting and valuable contribution to this branch of research, and one that lends itself to being used as the basis for teaching on the topic of policy formation. -- Ewart Keep, University of Cardiff London Review of Education, Issue 6:1 20080301

This volume represents an interesting and valuable contribution to this branch of research, and one that lends itself to being used as the basis for teaching on the topic of policy formation. -- Ewart Keep, University of Cardiff * London Review of Education, Issue 6:1 *

Author Information

David Raffe is Professor of Sociology of Education in the Centre for Educational Sociology at the University of Edinburgh. Ken Spours is Head of the Department of Continuing and Professional Education and Co-Director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London. At the time of publication, Nick Foskett was Professor of Education and Dean of the Faculty of Law, Arts and Social Sciences at the University of Southampton. At the time of publication, John Hart was an independent consultant on education and training policy and an associate of the Centre for Educational Sociology at the University of Edinburgh. Jeremy Higham is Professor of Post-14 Education Policy and Curriculum in the Post-14 Research Group of the Lifelong Learning Institute, School of Education, University of Leeds. Ann Hodgson is Professor of Education, Faculty Director of Research, Consultancy and Knowledge Transfer, and Co-Director of the Centre for Post-14 Research and Innovation in the Faculty of Policy and Society at the Institute of Education, University of London. Jacky Lumby is head of the School of Education at the University of Southampton. Cathleen Stasz is a senior behavioural scientist at the RAND Corporation and is based at Oxford University. At the time of publication, Ron Tuck was a senior education adviser for Cambridge Education. Susannah Wright is a Senior Lecturer in Education Studies in the Westminster Institute of Education at Oxford Brookes University. Previously, she was a research officer for the Nuffield 14-19 Review of Education and Training. At the time of publication, David Yeomans was Principal Research Fellow at the Lifelong Learning Institute, School of Education, University of Leeds.

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