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An analytical framework for policy engagement: the contested case of 14-19 reform in England

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. pp. 679-696. ISSN 0268-0939. DOI UNSPECIFIED

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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
Controlled Keywords: England, Post-compulsory educational institution (not HE), Educational reform, Public policy analysis
Divisions: IOE Departments > Departments > Education and International Development
IOE Departments > Departments > Lifelong and Comparative Education
Depositing User: IOE Repository Editor (2)
Date Deposited: 11 Mar 2010 13:00
Last Modified: 29 Jan 2015 08:19
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