There are two key questions at the heart of the ongoing debate about education and training for all young people, irrespective of background, ability or attainment:
What counts as an educated 19 year old today?
Are the models of education we have inherited from the past sufficient to meet the needs of all young people, as well as the social and economic needs of the wider community?
Education for All addresses these questions in the light of evidence collected over five years by the Nuffield Review of 14-19 Education and Training: the most rigorous investigation of every aspect of this key educational phase for decades. Written by the co-directors of the Nuffield Review, Education for All provides a critical, comprehensive and thoroughly readable overview of 14-19 education and training and makes suggestions for the kind of education and training that should be provided over the coming decade and beyond.
The authors acknowledge that much has been achieved by the respective governments massive investment in resources; closer collaboration between schools, colleges, training providers, voluntary agencies and employers; recognition and promotion of a wider range of qualifications. They are also optimistic about the good things that are going on in many secondary classrooms enormous amounts of creativity; courageous efforts to meet problems; a deep concern and caring for many young people otherwise deprived of hope and opportunity. But they argue for a radical reshaping of the future in the light of a broader vision of education a greater respect for more practical and active learning; a system of assessment which supports rather than impoverishes learning; respect for the professional expertise of the teacher; a more unified system of qualifications ensuring progression into higher education and employment; the creation of strongly collaborative and local learning systems; and a more reflective and participative approach to policy.
Education for All should be read by everyone working in or with an interest in secondary-level education in England and Wales and beyond.
| Acknowledgements |
|
vi | |
| Foreword |
|
vii | |
|
1 Introduction — why a review? |
|
|
1 | |
|
|
|
12 | |
|
|
|
26 | |
|
4 Measuring system performance |
|
|
41 | |
|
|
|
66 | |
|
|
|
86 | |
|
7 Curriculum framework for the twenty-first century |
|
|
98 | |
|
8 From qualifications reform to a framework for learning |
|
|
115 | |
|
9 Employers and the labour market |
|
|
133 | |
| 10 Progression to higher education |
|
149 | |
| 11 Institutional arrangements and the wider governance landscape |
|
168 | |
| 12 Policy and policy-making in 14-19 education and training |
|
187 | |
| 13 Looking to the future |
|
200 | |
| Appendices |
|
209 | |
| Bibliography |
|
218 | |
| Name Index |
|
232 | |
| Subject Index |
|
235 | |
Richard Pring is Lead Director of the Nuffield Review of 14-19 Education and Training, and Professor of Educational Studies, Department of Education, University of Oxford.
Geoffrey Hayward is Lecturer in Education, University of Oxford, and co-director of the Nuffield 14-19 Review.
Ann Hodgson is Faculty Director for Research, Consultancy and Knowledge Transfer at the Institute of Education, University of London, and co-director of the Nuffield 14-19 Review.
Jill Johnson is Head of Outreach at the Universities and Colleges Admissions Service (UCAS).
Ewart Keep is Deputy Director of the ESRC Centre on Skills, Knowledge and Organisational Performance, School of Social Sciences, Cardiff University.
Alis Oancea is Research Fellow, Department of Education, University of Oxford.
Gareth Rees is Professor at the School of Social Sciences, University of Cardiff, and co-director of the Nuffield 14-19 Review.
Ken Spours is Head of the Department of Continuing and Professional Education at the Institute of Education, University of London, and co-director of the Nuffield 14-19 Review.
Stephanie Wilde is Research Fellow at the Department of Education, University of Oxford.
Rohkem infot Taylor & Francis e-raamatute kohta