Policy-making and Policy Learning in 14-19 Education
In recent years, British 14-19 education has been the subject of numerous reviews, innovations and policy changes. What can be learned from this experience, and do current policies incorporate this learning?
Here, the authors suggest that in order to meet current challenges in 14-19 education, it is not only policies that need to change, but also the way in which policies are made. 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.
List of Contributors; Preface; Acknowledgements; 1) Three Models of Policy Learning and Policy-making in 14-19 Education—David Raffe and Ken Spours; 2) Policy Memory and Policy Amnesia in 14-19 Education: Learning From the Past?—Jeremy Higham and David Yeomans; 3) Learning From Local Experience: How Effective is the Government’s 14-19 Learning Model?—Ken Spours, Ann Hodgson an David Yeomans; 4) Turbulence Masquerading as Change: Exploring 14-19 Policy—Jacky Lumby and Nick Foskett; 5) Policy Continuity and Policy Learning in the Action Plan, Higher Still and Beyond—John Hart and Ron Tuck; 5) Learning from ‘Home International’ Comparison: 14-19 Policy Across the United Kingdom—David Raffe; 7) A Framework for Understanding and Comparing 14-19 Education Policies in the United Kingdom—Cathleen Stasz and Susannah Wright; 8) Creating ‘Political Space’ for Policy Learning in 14-19 Education and Training in England—Ann Hodgson and Ken Spours; 9) Policy Learning in 14-19 Education: From Accusation to an Agenda for Improvement—David Raffe and Ken Spours, Index.