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Bibliografische Details

Titel: Policy-making and Policy Learning in 14-19 Education: 26 (Bedford Way Papers, 26)
Verlag: Institute of Education 00/n /01 J
Erscheinungsjahr: 2007
Sprache: Englisch
ISBN-10: 0854737464
ISBN-13: 9780854737468
Einband: Paperback
Zustand: Very Good

�ber diesen Titel

Inhaltsangabe

In recent years 14-19 education has been the subject of numerous reviews, innovations and policy changes. What can be learnt from this experience and do current policies incorporate this learning? In this book, leading experts on 14-19 education and training explore the concept of policy-learning and examine recent policies and policy-making in England and Scotland. They focus on three main types of policy-learning: learning from the experience of earlier policies, learning from local innovations and learning from comparisons with other countries, including ‘home international’ comparisons within the UK. They suggest that in order to meet current challenges in 14-19 education, it is not only the policies that need to change, but also the way in which policies are made. The book concludes by arguing that only a participative approach to policy-making, bringing together policy-makers, practitioners and researchers, can form the basis of a comprehensive strategy for improved policy learning. 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.

�ber die Autorinnen und Autoren

David Raffe is Professor of Sociology of Education in the Centre for Educational Sociology at the University of Edinburgh.

Ken Spours is Head of the Department of Continuing and Professional Education and Co-Director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.

At the time of publication, Nick Foskett was Professor of Education and Dean of the Faculty of Law, Arts and Social Sciences at the University of Southampton.

At the time of publication, John Hart was an independent consultant on education and training policy and an associate of the Centre for Educational Sociology at the University of Edinburgh.

Jeremy Higham is Professor of Post-14 Education Policy and Curriculum in the Post-14 Research Group of the Lifelong Learning Institute, School of Education, University of Leeds.

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