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      Thirty years of 14–19 education and training in England: reflections on policy, curriculum and organisation

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            Abstract

            This article traces and analyses some of the key features of 14–19 education and training in England over the 30 years since such a phase was first mooted. It does this through an introductory narrative outlining the key policies and initiatives and the development of six themes drawing on analysis of a body of research and policy. The themes are: the waxing and waning of policy in relation to a 14–19 phase; policy imperatives driving 14–19 education and training; curricular commonality, differentiation and unification; pathways and progression; qualifications-led curriculum change and partnership, institutional autonomy and competition. The article concludes by outlining the implications of the analysis for the current political and policy context in relation to education and training for 14- to 19-year-olds.

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            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 July 2011
            : 9
            : 2
            : 217-230
            Article
            1474-8460(20110701)9:2L.217;1- s6.phd /ioep/clre/2011/00000009/00000002/art00006
            10.1080/14748460.2011.585883
            2e9a84f2-dfe8-41f8-9dee-31ce64b3b80c
            Copyright @ 2011
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            14–19 EDUCATION AND TRAINING,INSTITUTIONAL ORGANISATION,PROGRESSION,CURRICULUM POLICY AND PRACTICE

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