Engaging in Education

The Nuffield Review of 14-19 Education and Training questions an unprecedented amount of policy initiatives, but little real change. It also described as a ‘major problem’ the failure of many young people to engage in education. It said:’ that failure is partly due to inappropriate targets, learning experiences and forms of assessment.’

Suggested reforms include reducing the burden of assessment, ensuring more practical modes of learning for all young people and raising the status of vocational qualifications through linking them to licence to practice.


In pursuing its assessment of the evidence, the Nuffield Review has achieved the following:
• examined the many data sets to give an historical and comprehensive account of participation, retention and progression, and shown where there are gaps in the data upon which policy is based (Annual Reports 2003-04, 2004-05 and 2005-06)
• paid particular attention, following the analysis of the participation, retention and progression within the system, to those who fall outside it – the characteristics of this mixed group of young
people and the reasons why they leave (Annual Report 2005-06)
• explored the organisational arrangements for 14-19 education and training, developing the new concept of ‘strongly collaborative 14-19 local learning systems’ (Annual Reports 2004-05 and 2005-06)
• provided a detailed account of policy initiatives and the mechanisms employed for
implementing policy, including the debates around the Working Group on 14-19 Reform
proposals, the DfES 14-19 White Paper and the current development of the specialised
Diplomas (Annual Reports 2003-04, 2004-05 and 2005-06)
• addressed the different manner in which Wales is tackling the Learning Pathways 14-19, and lessons which England might learn (Annual Report 2005-06)
• reviewed the evidence on transition from school and college to higher education (Annual Report 2005-06)
• raised issues about the role of employers and the youth labour market in the education and training system and their effect on the framing of 14-19 policy and the system performance (Annual Reports 2003-04, 2004-05 and 2005-06)
• raised questions about the educational aims and values which permeate the changes, and which have implications for the nature, organisation and provision of learning (Annual Reports 2003-04, 2004-05 and 2005-06)
• pioneered an innovative approach to reviewing evidence through the ongoing involvement of policy makers, practitioners and researchers, each providing their own particular perspective on policy, practice and performance (Annual Reports 2003-04, 2004-05 and 2005-06).



Special needs
• The education of those with learning difficulties and disabilities requires special attention since too many are ill served by an inflexible and narrow definition of standards and by inappropriate provision.
• The failure of many to engage in education, a disproportionate number of whom have learning difficulties and disabilities, is a major problem and needs closer analysis. That failure is partly due to inappropriate targets, learning experiences and forms of assessment.


The questions shaping the Review, therefore, will be:
• What educational principles and practices should characterise the system which prepares all young people for the future?
• What is needed to improve the current education and training system in order to
reflect these principles and practices and to support the development of all young people?
• What policy developments are being, or should be, initiated to ensure high quality education and training for all 14-19 year-olds and a coherent and inclusive 14-19 system?


Source: Department of Education, University of Oxford,
www.education.ox.ac.uk
www.nuffield14-19review.org.uk