The report reviews recent 14-19 education and training reform in England and Wales. It monitors the development of policy and the use of various policy instruments, especially the development of specialised Diplomas.

The progression from the 14-19 phase into the labour market and higher education is analysed and the underlying educational aims and values of these developments is questioned, with points being raised about the kind of learning experience to which all young people should be entitled, the appropriate way of assessing that experience, the demands this makes on the professional development of teachers, and the kind of provision needed.

The report was commissioned through a grant made by the Nuffield Foundation to the University of Oxford to undertake the Nuffield Review of 14-19 education and training.

The last three years have seen an almost unprecedented period of policy initiatives and reshaping of the system and so the review has been instrumental in leading the debate about this important area of public life and in supplying the ideas and evidence with which the debate can be better constructed.

An historical and comprehensive analysis of all major dimensions of 14-19 education and training was carried out, including the philosophical values and purposes upon which it is founded. From this analysis, achievements and problems were identified and conclusions reached.

There are many achievements:

However, the review has also highlighted the persistence of deep-seated problems concerning the structure of the system, its performance and the conduct of the policy process, and the authors conclude that the underlying causes of these problems need to be tackled, not just their symptoms.

University of Oxford
Professor Richard Pring, tel. +44 1865 274037

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01/09/2006

Department of Educational Studies, Oxford University

research

Urban Policy > Social inclusion & integration > Education

Secondary education