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.
