There are two key questions at the heart of the ongoing debate about education and training for all young people, irrespective of background, ability or attainment:
What counts as an educated 19 year old today?
Are the models of education we have inherited from the past sufficient to meet the needs of all young people, as well as the social and economic needs of the wider community?
Education for All addresses these questions in the light of evidence collected over five years by the Nuffield Review of...
There are two key questions at the heart of the ongoing debate about education and training for all young people, irrespective of background, abili...
Is there life after death for secondary education?
This book focuses upon the quality of learning. 'Reform', so called, too often begins with qualifications, examinations, institutional provision, paths of progression. All those are very important, but their value lies in the support they give to learners and their learning in its different forms. One needs to start with the aims of education and then with what it means to learn (practically, theoretically, morally) and with the very many different needs of the learners. That is what this book aims to do.
In so...
Is there life after death for secondary education?
This book focuses upon the quality of learning. 'Reform', so called, too often begins wit...
There are two key questions at the heart of the ongoing debate about education and training for all young people, irrespective of background, ability or attainment:
What counts as an educated 19 year old today?
Are the models of education we have inherited from the past sufficient to meet the needs of all young people, as well as the social and economic needs of the wider community?
Education for All addresses these questions in the light of evidence collected over five years by the Nuffield Review of...
There are two key questions at the heart of the ongoing debate about education and training for all young people, irrespective of background, abili...
How much have teachers and their pupils benefitted from the top-down Westminster-led control of policy held in place by a powerful national inspection regime?
A Generation of Radical Educational Change: Stories from the Field is an exploration of the revolutionary impact of the greater and continuing involvement of central government in education policy-making which began in 1976 and was accelerated by the 1988 Education Act and subsequent legislation.
In the book, a dozen distinguished contributors from a wide range of sectors explain and reflect on how they worked...
How much have teachers and their pupils benefitted from the top-down Westminster-led control of policy held in place by a powerful national inspect...
How much have teachers and their pupils benefitted from the top-down Westminster-led control of policy held in place by a powerful national inspection regime?"
A Generation of Radical Educational Change: Stories from the Field" is an exploration of the revolutionary impact of the greater and continuing involvement of central government in education policy-making which began in 1976 and was accelerated by the 1988 Education Act and subsequent legislation.
In the book, a dozen distinguished contributors from a wide range of sectors explain and reflect on how they worked to do their...
How much have teachers and their pupils benefitted from the top-down Westminster-led control of policy held in place by a powerful national inspect...
