Spours, Ken and Hodgson, Ann (2006) An analytical framework for policy engagement: the contested case of 14-19 reform in England. Journal of Education Policy, 21 (6). pp. 679-696. ISSN Print: 0268-0939 Online: 1464-5106
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Abstract
This article attempts to construct an analytical framework to reflect upon the deeply contested area of 14-19 education and training policy in England following the publication of the Government’s White Paper ‘14-19 Education and Skills’. We argue that the evolution of 14-19 policy over the last fifteen years, culminating in the publication of the Tomlinson Final Report on 14-19 reform and then its rejection by the Government, might be better understood by looking at this area through the application of four related conceptual tools - political eras, the education state, the policy process and the operation of political space. These concepts or tools are used here both to narrate historical and recent 14-19 developments, to critique current policy-making in this area, and to identify opportunities and challenges facing researchers seeking to engage with the policy process. We suggest that this analytical framework might not only be applied to reform in the 14-19 phase but also to education policy more widely.
| Item Type: | Article |
|---|---|
| Additional Information: | This is an electronic version of an article published in Spours, Ken and Hodgson, Ann (2006) An analytical framework for policy engagement: the contested case of 14-19 reform in England. Journal of Education Policy, 21 (6). pp. 679-696. Journal of Education Policy is available online at: http://www.informaworld.com/10.1080/02680930600969233 |
| Uncontrolled Keywords: | England Post-compulsory educational institution (not HE) Educational reform Public policy analysis |
| Subjects: | Departments > Continuing and Professional Education |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 11 Mar 2010 13:00 |
| Last Modified: | 26 Jun 2012 22:27 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/1560 |
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