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14-19 Education
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14-19 Education
Policy, Leadership and Learning



April 2005 | 208 pages | SAGE Publications Ltd
'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.

 
PART ONE: SETTING THE CONTEXT
 
14-19 Education
The High-Stakes Battlefield

 
 
Riding the Waves of Policy
 
Moving the Pieces around
Structural Change since 1979

 
 
PART TWO: A COHERENT LEARNING EXPERIENCE?
 
Curriculum 14-19
Parallel Worlds or Brave New World?

 
 
Mind the Gap
The Vocational and Academic Divide

 
 
Teaching and Learning
The Learner's Perspective

 
 
Teaching and Learning
The Ritual of Assessment

 
 
Choices, Transitions and 14-19 Pathways
 
PART THREE: LEADING TEACHING AND LEARNING
 
Paying for Learning
Resourcing the System

 
 
Working Together? Collaboration and Partnerships for Learning
 
Leading 14-19 Education
Lifting Our Heads

 
 
PART FOUR: FUTURES
 
Future Policy 14-19
Choices and Visions

 

'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


discusses clear arguments for the analysis of the politics and resourcing of 14-19 education through a realistic perspective.

Mrs Debra Cushen
care and education, Univ. of Wales
September 21, 2014

Up to date policy information. Helpful for PGCE (PCET) and sociology of education.

Ms Sarah McLaughlin
Sociology , Bridgwater College
February 5, 2014

A really good book with excellent research. This book allowed students to explore contemporary issues whilst applying knowledge in a hisorical context.

Mrs Laura Cochrane
Health and Care, Middlesbrough College
February 3, 2014

I found this helpful for my Teaching Assistant students that are supporting in the 14-19 age range. The students borrowed the books and said they found them helpful.

Ms Karen Freeman
BCPH, Northbrook College Sussex
August 19, 2013

This book gives a good basic knowledge about the history, policy and practice in education between 14-19 years old. Furthermore the book gives suggestion how to support the young students in this age group. Thank you.

Mrs Paivi Valtonen
Education , Grimsby Institute of Further and Higher Education
June 27, 2011

Whilst it pre-dates the election of the new Coalition Government, it still comprehensively covers many issues in 14 to 19 education.

Mr Warren Evans
ICE House Project, Cornwall College
March 30, 2011

I am recommending this book to my initial teacher trainers because it gives a clear analysis of the politicsand an historical perspective of recent development in the 14-19 sector.

Mrs Marilyn Hannan
Teaching and learning development, South East Essex College
August 27, 2010

For all of those new and experience teachers in the lifelong learnng sector finding themselves teaching this younger age group, whether the new Diplomas or a wide range of other courses, this is a very useful text.

Mrs Kate Toch
Teacher Education, Bradford College
July 13, 2010

As usual Lumby write an excellent text. This should be an extremely useful text book in the changing educational climate.

Mrs Jane Wood
Vocational Education , Edge Hill University
October 4, 2009

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