|
Policy memory and policy amnesia in 14-19 education: Learning from the past?
Jeremy Higham and David Yeomans
Since the 1970s there have been numerous initiatives aimed at reforming 14-19, but most have resulted in piecemeal change. The time has come to stop this tinkering and to develop a coherent approach to the curriculum and qualifications available to 14-19 year olds. (DfES, 2004) This statement from the group charged with producing proposals for the reform of 14-19 education in England raises several interesting questions – Which are the 'numerous initiatives' referred to? What is meant by 'piecemeal change'? In what ways is 'tinkering' as a means of curriculum reform inadequate? Why might it be attractive? What is meant by a 'coherent approach'? What grounds are there for thinking that such an approach would be more effective than targeted developments and how would effectiveness be judged? How and by whom should such an approach be developed?
FILE DOWNLOADS
Policy memory and policy amnesia in 14-19 education: Learning from the past?
PDF File [208.26
K] DOWNLOAD |
|
< Back
|
Copyright ©
The Nuffield Review of 14-19 Education, All Rights Reserved
^ Top of Page
|
|
