Wednesday, September 30, 2009
Reflections on Policy: Centre for Post-14 Research and Innovation.
In an article which first appeared in14-19 Skills Bulletin, Issue 9, Paul Grainger reflects on the recent Nuffield Review of 14-19 education in England.
The most significant contribution to the policy debate this year is the publication, after six years of detailed investigation, of the final report of the Nuffield Review.[1] Funded by the Nuffield Foundation, this has been an independent review led by some of the most eminent scholars in education at 14+. The press release states “...the largest independent review of education and training for 14-19 year olds in England and Wales since the Crowther Report in 1959”. Some claims might go further. The web site, Nuffield14-19Review.org.uk, will reward any visit by those interested in this field with access to deeply researched, keenly argued publications and reports covering all aspects of 14 – 19 learning in England and Wales. Let’s hope we don’t have to wait another 50 years for a report which is sufficiently independent, scholarly, and relevant.
The report makes 31 recommendations, each of which should now form the focus of a vigorous national debate. These recommendations are summarised in five over-arching demands:
The re-assertion of a broader vision of education in which there is a profound respect for the whole person (not just the narrowly conceived ‘intellectual excellence’ or ‘skills for economic prosperity’), irrespective of ability or cultural and social background, in which there is a broader vision of learning and in which the learning contributes to a more just and cohesive society.
System performance indicators ‘fit for purpose’, in which the ‘measures of success’ reflect this range of educational aims, not simply those which are easy to measure or which please certain stakeholders only.
The re-distribution of power and decision-making, such that there can be greater room for the voice of the learner, for the expertise of the teacher and for the concerns of other stakeholders in the response to the learning needs of all young people in their different economic and social settings.
The creation of strongly collaborative local learning systems in which schools, colleges, higher education institutions, the youth service, independent training providers, employers and voluntary bodies can work together for the common good – in curriculum development, in provision of opportunities for all learners in a locality and in ensuring appropriate progression into further education, training and employment.
The development of a more unified system of qualifications which meets the diverse talents of young people, the different levels and styles of learning, and the varied needs of the wider community, but which avoids the fragmentation, divisiveness and inequalities to which the present system is prone
The recent work of the Centre for Post-14 Research and Innovation, Institute of Education, has taken place within the context of the emerging conclusions of the Review.
Access to Higher Education
Widening access to Higher Education continues to be a national aspiration. There is widespread innovation: the growth of Higher Education in Further Education Colleges, and in particular the Foundation Degree; and determined attempts to raise the aspirations of those who have not considered HE through initiatives such as the use of student ambassadors, summer schools, and building progression into the curriculum. However the reduction in the numbers of places at University has limited the success of many funded programmes, increased the frustration felt by many young people, and thwarted the development of collaborative local learning systems.
Qualification routes
Some outstanding work is taking place where collaboration has received support from local decision makers. In Wolverhampton full use has been made of the increased flexibility at KS 4 to introduce programmes for potentially disaffected young people that reflect a broader vision of learning and respect individual learning profiles. The success of work-based learning should be more widely recognised; retaining learners on purposeful programmes, developing specific skills and, most importantly, developing the positive attitude toward employment and society so valued by employers.
This articlewas first published in14-19 Skills Bulletin, Issue 9,Summer 2009, published by Simon Boyd Publishing Ltd. For details on how to subscribe contact CIRCA Ltd, 19 Sturton Street, Cambridge, CB1 2SN, UNITED KINGDOM.
Tel: +44 (0)1223 564334. Fax: +44 (0)1223 354643. Email: Web: www.basicskillsbulletin.co.uk/14-19
- [1] Richard Pring, Geoff Hayward, Ann Hodgson, Jill Johnson, Ewart Keep, Alis Oancea, Gareth Rees, Ken Spours and Stephanie Wilde
The Nuffield Review of 14-19 Education and Training in England and Wales ,final report (2009). The book, Education for All: The future of education and training for 14-19 year olds, is published by Routledge (ISBN 9780415547222).