New Labour's New Educational Agenda: Issues and Policies for Education and Training at 14+ PDF Download

Author: Ann Hodgson
Publisher: Routledge
ISBN: 1136356959
Category : Education
Languages : en
Pages : 178

View

Book Description
This work discusses and analyzes New Labour's emerging policies in the area of 14+ education and training. The authors present an account of developments in the area of post-compulsory education and training in the workplace and outline the challenges to be faced in the next decade.

Author: Jim Docking
Publisher: Routledge
ISBN: 1136623892
Category : Education
Languages : en
Pages : 223

View

Book Description
A sequel to Jim Docking's "National School Policy" which examined the Conservative Government's education reforms from 1979 onwards, this text reviews New Labour's policies to improve pupils' performance. The contributors examine the evidence concerning standards in schools, look at the main directions of government policy, explore particular policies in detail and provide clear expositions of New Labour's education policies and provide critical examinations of controversial issues.

Author: Lyn Yates
Publisher: Routledge
ISBN: 1136822720
Category : Education
Languages : en
Pages : 273

View

Book Description
This book brings together contributions from around the world that analyse and reflect on the way curriculum is configuring and reconfiguring that world.

Author: Ann Hodgson
Publisher: Routledge
ISBN: 1135376530
Category : Education
Languages : en
Pages : 228

View

Book Description
This text focuses on the political context of lifelong learning. It addresses the background, European and policy elements of lifelong learning, as well as providing a detailed consideration of the linkage of educational and political issues in this subject.

Author: Ann Hodgson
Publisher: SAGE
ISBN: 0857023179
Category : Education
Languages : en
Pages : 177

View

Book Description
14-19 education and training is a complex, fast changing and contested terrain which has been the focus of enormous controversy. This book will help those involved in the education of young people understand the wider context for 14-19 reform, the main dimensions of government policy and how it is likely to affect practice. It also offers alternative views about the way forward. The authors provide a comprehensive and up-to-date account of the emerging 14-19 phase in England, with a focus on A Levels and GCSEs, the 14-19 Diplomas, vocational learning, apprenticeships and institutional collaboration. Drawing on international and historical analysis, recent research and practice, as well as interviews with key policy actors, they set out the case for a more unified and strongly collaborative approach. The book is intended for education practitioners, policy-makers and researchers. It will also be of particular relevance to post-graduate students on PGCE, Masters and Doctoral programmes. The authors are both Readers of Education at the Institute of Education, University of London, and are co-directors of the Nuffield Review of 14-19 Education and Training in England and Wales.

Author: John Furlong
Publisher: Routledge
ISBN: 1134558430
Category : Education
Languages : en
Pages : 281

View

Book Description
This book supplies the definitive contemporary history of education policy in the late twentieth century. Some of the leading educationalists reflect on the major legislative and structural changes in the field over the last 25 years.

Author: Jacky Lumby
Publisher: SAGE
ISBN: 1446231682
Category : Education
Languages : en
Pages : 210

View

Book Description
′AT LAST, A BOOK ABOUT THIS MOST VEXED PART OF THE CURRICULUM WHICH IS OBJECTIVE, HONEST AND RESEARCH-BASED. These two well-established authors have done what even supposedly neutral writers of official reports have been unable to do and this is because they emerge as having only one ′axe to grind′, namely what is best for the students and the country. Showing only too clearly the confusions and competitions which have bedevilled provision for this age group, THE AUTHORS′ VIEWS ARE CONVINCING AND CREDIBLE PARTLY BECAUSE-UNUSUALLY- THEY COME FROM NEITHER A ′PRO-SCHOOL′ OR A ′PRO-COLLEGE′ LOBBY.( Read , for example, the chapter on leadership to see how leaders in the two sectors-but providing for the same young people ! - can be seen being encouraged to move in different directions.) They rightly argue that this not the point. Although, like others, they argue that partnerships are the way ahead, they show that these so far have a poor record. Their arguments, all firmly based on clear analysis of the politics and resourcing of 14-19 education, and constantly referenced by the experiences of young people of fourteen to nineteen years, are set in a totally realistic perspective and, as they conclude, the price of future failure in this provision will be calamitous. LEADERS IN BOTH THE SCHOOLS AND THE POST-16 SECTORS SHOULD READ THIS BOOK AND REFLECT ON THE WHOLE PICTURE IT OFFERS OF WHAT MIGHT BE POSSIBLE FOR OUR YOUNG PEOPLE. Policy makers should do the same but whether they have the will and courage to act accordingly is a matter for future debate′ - David Middlewood ′The reform of the 14-19 stage of education and training in England is likely to be on the policy agenda for the next two decades, but until now our understanding of 14-19 education, like the stage itself, has been incoherent and fragmented. Lumby and Foskett provide a comprehensive, authoritative and readable account of the recent history and current state of 14-19 education. They challenge some of the myths and misconceptions that have grown up around it. I recommend this book to all people with an interest in 14-19 education in England and in the current attempts to reform it′ - Professor David Raffe, Centre for Educational Sociology, University of Edinburgh Schools and colleges are being asked to deal with fundamental changes in 14-19 education. Designed to support policy makers, practitioners and students of education in improving their understanding of this phase of education, the authors present a discussion of the evolution of policy and practice across schools and colleges, and their possible future development. A range of educational institutions are discussed with specific reference to changes in government policy, the curriculum, support services, and the advent of Learning and Skills Councils.

Author: Nicholas Addison
Publisher: Routledge
ISBN: 1134500262
Category : Art
Languages : en
Pages : 249

View

Book Description
This book draws together a range of issues in the teaching of art and design. Building on their learning about the teaching of art and design on ITT courses, the reader is encouraged to consider and reflect to improve their judgements.

Author: Tim Pound
Publisher: Routledge
ISBN: 1134309716
Category : Education
Languages : en
Pages : 260

View

Book Description
The International Baccalaureate (IB) is a respected qualification gaining increasing currency around the world, and which has been adopted by a wide variety of schools, both public and private. In the UK, growing dissatisfaction with the A-level system has led to an intense debate about alternative qualifications, and in many schools IB courses have been introduced alongside conventional A-level courses. This practical introduction to the IB takes a balanced look at the pros and cons and features a wealth of advice from those actually involved in teaching and implementing it in schools. Providing comparative material on how IB courses differ from A-levels and a subject-by-subject account of best practice in teaching the IB, this book offers a rich source of practical advice for teachers, school leaders or managers involved in teaching or implementing the IB programmes.

Author: Keiko Yokoyama
Publisher: Rowman & Littlefield
ISBN: 0761849572
Category : Education
Languages : en
Pages : 206

View

Book Description
This book analyzes the transformation of the university systems of England and Japan and argues that convergence between these university systems is, to a large extent, explained in the 1980s transformation of the university system in England, and the continuity of the Ministerial jurisdictional mechanism in Japan.