Educating 14- to 19-year-olds in England: a UK lens on possible futures
Here we draw on recent research and on earlier contributions on convergence and divergence across Great Britain to consider possible future trajectories for 14–19 education and training in England. We use a UK-wide lens to reflect on 14–19 strategies in England by showing how common issues can be tackled in different ways in Scotland, Wales and Northern Ireland. The article identifies what could be seen as three models of upper secondary education – Type 1 (England); Type 2 (Scotland and Wales); and Type 3 (Northern Ireland) – that have been part of the picture of divergence. We conclude that the process of divergence is likely to continue in the short-term but, in the longer term, wider political factors could produce post-devolution convergence.
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Document Type: Research Article
Publication date: 2011-07-01
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- London Review of Education (LRE) is an international peer-reviewed journal featuring rigorous, theoretically based research into contemporary education. Based at the UCL Institute of Education in London, the journal reflects the Institute's broad interests in all types of education in all contexts - local, national, global - and its commitment to analysis across disciplines using a variety of methodologies. It shares the Institute's aspiration to interrogate links between research, policy and practice, and its principled concern for social justice.
Drawing on these strengths, LRE is an eclectic and engaging journal that features analysis across key themes in education, including: public goals and policies; pedagogy; curriculum; organization; resources and technology; and institutional effectiveness. Its articles and book reviews are written by experts in education, psychology, sociology, policy studies, philosophy, and other disciplines contributing to education research, and by experienced researcher-practitioners working in the field.
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