Research article

Thirty years of 14–19 education and training in England: reflections on policy, curriculum and organisation

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Abstract

This article traces and analyses some of the key features of 14–19 education and training in England over the 30 years since such a phase was first mooted. It does this through an introductory narrative outlining the key policies and initiatives and the development of six themes drawing on analysis of a body of research and policy. The themes are: the waxing and waning of policy in relation to a 14–19 phase; policy imperatives driving 14–19 education and training; curricular commonality, differentiation and unification; pathways and progression; qualifications-led curriculum change and partnership, institutional autonomy and competition. The article concludes by outlining the implications of the analysis for the current political and policy context in relation to education and training for 14- to 19-year-olds.

Keywords: 14–19 EDUCATION AND TRAINING, CURRICULUM POLICY AND PRACTICE, PROGRESSION, INSTITUTIONAL ORGANISATION

How to Cite:

Higham, J. & Yeomans, D., (2011) “Thirty years of 14–19 education and training in England: reflections on policy, curriculum and organisation”, London Review of Education 9(2), 217–230. doi: https://doi.org/10.1080/14748460.2011.585883