Hodgson, A. and Spours, K.
14 to 19
Reluctant Learners and other themes in
Supporting Learning will also be relevant
Education and training 16 to 19
The Department for education pages, described as follows: 'These pages set out education and training provision for 16- to
19-year-olds together with supporting information for the sixth-form
college and college workforce.'
Available at: http://www.education.gov.uk/16to19
Qualifications and learning section at: http://www.education.gov.uk/16to19/qualificationsandlearning
A good way of keeping up to date with this area is the Guardian's 14-19 online section, at:http://www.guardian.co.uk/education/14-19-educationOTHER 14-19 ITEMS
14-19 Commentary from the Teaching and Learning Research Programme
Effective Practice Quick Guides
Assessment and moderation for GCSEs in vocational subjects By Ian
Duckett and Simon Sharp . Is introduced
by the LSDA as follows: 'In all GCSE courses, assessment is an integral part of students’
teaching and learning. When planning and delivering GCSE courses,
teachers need to use assessment in a number of ways. Assessment is not
just what is done formally to meet the requirements of a qualification.
Formative assessment is the assessment used by teachers on an ongoing
basis to help their students achieve to the best of their abilities
throughout their course. Summative assessment takes place at the
completion of a topic or unit and often contributes to the grading and
assessment of a GCSE. For GCSEs in vocational subjects, teachers should
plan their teaching and learning so that the two forms of assessment
complement each other. This leaflet is a brief guide to key points about
assessment for teachers delivering Vocational GCSEs.'
Download (pdf 41k)
Curriculum design, development and change at Key Stage 4 By
Ian Duckett and Gillian Frankland: Introduces itself as follows: 'The
curriculum for 14 – 16 year olds continues to be the subject of debate
and change, mainly as a result of government-inspired initiatives
designed to help all students achieve to their full potential. Whatever
the nature of a particular initiative, it is the responsibility of
individual schools and colleges to implement it effectively within the
overall Key Stage 4 curriculum. This leaflet is a brief guide to the key
issues to consider when embarking on an initiative that involves
curriculum designs, development and change at Key Stage 4.
Download (pdf 42k)
(2004) Reforming 14-19 learning. Towards
a new comprehensive
phase of education?
New Economy 2004: 4 pp217-222. Interesting article which start with
'The Labour Government has since 1997 attempted to reform the English
upper secondary education and training system, but without
significantly altering its structure or culture. Despite recent changes
to A Levels through Curriculum 2000, diversification of GCSEs with the
introduction of applied subjects, the establishment of the Learning and
Skills Council as a unified planning and funding agency and repeated
reviews of the role of apprenticeship, post-14 education in
England still carries the legacies of the past.'
Download (pdf 300k)
Hodgson, A. and Spours, K.
diplomas: transforming the 14-19 landscape in England?
Journal of Education
Policy, 22:6, 657 - 673 Abstract:
Reforming vocational education in the English
education and training system has occupied governments for at least the last
three decades, the latest development being the introduction of 14 lines of
Specialised Diplomas. Using an historical analysis of qualifications reform, we
suggest they are unlikely to transform 14–19 education and training. The failure
to reform academic qualifications alongside their vocational equivalents is
likely to result in ‘academic drift’, lack of status and a relatively low level
of uptake for these new awards, a process compounded by low employer recognition
of broad vocational qualifications. In rejecting the Tomlinson Report’s central
proposal for a unified diploma system covering all 14–19 education and training,
we argue that the government may have condemned the Specialised Diplomas to
become a middle-track qualification for a minority of 14–19-years-olds, situated
between the majority academic pathway and the sparsely populated apprenticeship
route. (Download - pdf)
Hodgson, Ann and Spours, Ken
(2006) 'An analytical
framework for policy engagement: the contested case of 14-19 reform in England'
, Journal of Education Policy,21:6,679 — 696
Download (pdf 102k)
Lumby, J. and Wilson, M.
(2003) Developing 14–19 education: meeting needs and
. Journal of Education Policy, Vol. 18, No. 5, 533–550.
The recent UK government Green Paper proposes reform for the supply side of
14–19 education, establishing four
key goals. This article focuses on the first of these goals: meeting needs and
improving choice. The article draws on
research on sixth form colleges, general further education colleges and schools.
It argues that employers, one of the
two groups highlighted in the Green Paper, are a relatively weak force in
shaping provision. The second group,
young people, are more powerful due to current funding incentives. It presents
evidence which suggests that
colleges and schools perceive both practical and attitudinal difficulties in
collaborating to meet needs by offering
flexible routes and a distinctive range of choices. A long history of
intervention in the supply side has not achieved
widening participation nor equity amongst the choices offered. A more radical
approach to influencing the demand
side may be needed. Download (pdf 87k)
Mc Lone, R.
(2005) 14-19 Reform: Evolution not Revolution?
Education Journal 2005 84. pp5-6. Starts with: “…. Public opinion in England is
disposed to put quite an excessive reliance on the system of competitive
examinations … Examinations, as ends in themselves, occupy too much of the
thoughts of parents and teachers. Their very convenience and success has led to
their multiplication and to their occupying too large a place in the system of
national education.” Discuss. Download (pdf
Spours, Ken, Coffield, Frank and Gregson, Maggie
'Mediation, translation and local ecologies: understanding the impact of policy
levers on FE colleges', Journal of Vocational Education & Training
59:2,193 — 211 Download (pdf 92k)