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14-19 Skills Bulletin
14-19 Skills Bulletin is an independent professional newsletter. Published 3 times a year, each issue contains a mix of news, analysis, practical information and debate. It covers: - Analysis of latest developments - Examples of good practice in schools and colleges - Detailed reports on Functional Skills, Diplomas and Personal Learning and Thinking Skills - Models of partnership delivery - Implications of pilot trials and research - Issues for teaching and learning. |
 ASDAN
ASDAN (Award Scheme Development and Accreditation Network) is an approved awarding body offering a number of programmes and qualifications to develop life skills, from Key Stage 3 through to adult life, from preparatory to Entry Level through to Key Skills at level 4. |
Association of School and College Leaders
ASCL is the professional association for leaders of secondary schools and colleges. Heads, principals, deputy heads, vice-principals, assistant heads, assistant principals, bursars and other senior post holders are eligible for ASCL membership. Members of ASCL are entitled to professional advice and guidance from experienced national and local officials, legal and hotline support and commercial benefits. As of 1 January 2006, the Association of School and College Leaders (ASCL) is the new name for the Secondary Heads Association (SHA). |
Campaign for Learning
The Campaign for Learning started life in 1995 as an RSA (the Royal Society for the encouragement of Arts, Manufacturers and Commerce) initiative and became an independent charity in November 1997. It is working for an inclusive society in which learning is understood, valued and accessible to everyone as of right. Its aim is to stimulate learning that will sustain people for life. |
Changemakers
Changemakers is a national charity that promotes young person-led community action and offers publications, a quality assured network, training and consultancy to support the practice and to share skills with others. |
Cross-National Equivalence of Vocational Skills and Qualifications
Overview: Recent EU decisions to phase in a system of comparing vocational qualifications raise important questions of interpretation, validity and use of the framework comparator. We will (i) identify and define those areas that are likely to cause the most difficulty, including differences across countries in the meaning and application of concepts such as 'skill' and 'qualification'; (ii) develop and apply transnational categories of analysis in terms of the division of labour, both in relation to other qualified labour (horizontal) and status (vertical); (iii) locate and explain the basis for difficulties of comparability, and describe the problems that the differences identified pose to an integrated European framework, and in particular to the English framework; and (iv) propose criteria for cross-national evaluation of skills and qualifications. |
DfES 14-19
"We are committed to developing a system of 14-19 education matching the best anywhere; a system where young people have opportunities to learn in ways which motivate and engage them and through hard work to qualify themselves for success in life. The reforms have three main elements: raising attainment now; designing new curriculum and qualifications; and delivering on the ground." |
ESRC TLRP Project - The Impact of Policy on Learning and Inclusion in the New Learning and Skills Sector
A TLRP Project directed by Professor Frank Coffield, Dr Ann Hodgson and Dr Ken Spours, Institute of Education, University of London and Dr Ian Finlay, University of Strathclyde (January 2004-April 2007). Post-16 education and training in England has undergone major changes since 2000, with the creation of a new planning and funding body, the Learning and Skills Council, and a series of policy initiatives designed to increase participation, raise standards and bring greater coherence to the sector. Our project aims to evaluate the impact of these changes, looking specificy at how policy levers (e.g. targets, funding and inspection) impact upon teaching, learning and assessment for three key groups of learners: unemployed adults on community-based basic skills courses, adult employees in workforce development and younger learners at FE colleges without 5 A*-C grades at GCSE. The research is being carried out through a comparative case study of provision for these groups of learners across 24 sites in London and the North East, and interviews with policy makers, practitioners and learners. |
Joseph Rowntree Foundation
The Joseph Rowntree Foundation is one of the largest social policy research and development charities in the UK. It spends about £7 million a year on a research and development programme that seeks to better understand the causes of social difficulties and explore ways of better overcoming them. The Foundation does not carry out the research in-house, but works in partnership with a large variety of academic and other institutions to achieve its aims. The Foundation places great emphasis on disseminating the findings of its work and engaging with policy-makers and practitioners to develop better policies and practices. |
Learning and Skills Network
The Learning and Skills Network (LSN) is an independent not-for-profit organisation committed to making a difference to education and training. It aims to do this by "delivering quality improvement and staff development programmes that support specific government initiatives, through research, training and consultancy; and by supplying services directly to schools, colleges and training organisations." |
Leeds University School of Education Post-14 Research Group
The Post-14 group has interests in the analysis of policy debates and changes over the last two decades in post-14 education and training - governance, organisation, curricula and pedagogy, as well as the implications these changes have on learners in secondary education, further and higher education, workplace and lifelong learning, and youth training. |
London Region Post-14 Network
The London Region Post-14 Network is based in the School of Lifelong Education and International Development at the Institute of Education, University of London. The Network was launched in 1989 to develop links between those concerned with post-16 education and more recently, 14+ education and training. The Network’s agenda is to provide a forum for sharing information about new developments and to analyse and discuss policy issues addressing sectors of post-14 education and training. |
National Foundation for Educational Research
The over mission of NFER is to contribute to improving education and training nationy and internationy by undertaking research, development and dissemination activities and by providing information services. |
Nuffield Foundation
The Nuffield Foundation's grants fund research and practical work in social policy, education and science. The Foundation also supports the Nuffield Curriculum Centre and the Nuffield Council on Bioethics. |
Policy Hub
This site aims to promote strategic thinking and improve policy making and delivery across government. |
QCA 14-19
The 14-19 learning website contains information, guidance and case studies on most aspects of the 14-19 curriculum. It is mainly intended for curriculum planners and teachers in schools and colleges that have students in the 14-19 age range. |
Re-engaging Young People, 27th November 2007
This policy seminar, focussing on re-engaging young people who are not in education, employment or training (NEETs) took place in November 2007. It was funded by Equal Brighton and Hove (a European Social Fund community initiative providing funds to projects aiming to combat discrimination and inequalities in the labour market) and was co-organised by the Community University Partnership Programme (Cupp) at the University of Brighton and the Nuffield 14-19 Review. Powerpoint presentations from the seminar are available by clicking on the link above. |
SKOPE
The ESRC Centre on Skills, Knowledge and Organisational Performance (SKOPE) commenced operations in October 1998, and started its second five-year research programme in October 2003. The aim of the Centre is to examine the links between the acquisition and use of skills and knowledge, product market strategies and performance (measured in a variety of ways). Since 1998 SKOPE has been based jointly at the universities of Oxford and Warwick. Since 1st September 2006 the Warwick office has relocated to the Cardiff School of Social Sciences, University of Cardiff. |
Sector Skills Development Agency
The Sector Skills Development Agency (SSDA) is responsible for funding, supporting and monitoring the network of Sector Skills Councils. The SSDA is a non-departmental public body with its main base in South Yorkshire and representatives across the UK. An employer-led Board provides additional strategic support and advice. |
Teachernet (14-19)
TeacherNet has been developed by the Department for Education and Skills as a resource to support the education profession. |
UCAS
The Universities and Colleges Admissions Service (UCAS) is the central organisation that processes applications for full-time undergraduate courses at UK universities and colleges. |
Work Foundation
The Work Foundation, a not-for-dividend public interest company, exists to inspire and deliver improvements to performance through improving the quality of working life. It believes that productive, high performance organisations are those committed to making work more fulfilling, fun, inspirational and effective, and through engaging their workforces succeed in integrating the many aims crucial to organisational success. |
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