Review:
This is another authoritative analysis of post-compulsory education and training, from an expert research team with an excellent reputation. The authors exploit in depth the opportunity to contrast differences between the four UK countries, and draw important lessons from these comparisons. This volume provides very solid and valuable policy analysis to help lifelong learning make progress in the next decade. (Tom Schuller Director of the Inquiry into the Future of Lifelong Learning and Director of Longview)
Neoliberal globalisation and the current recession are forcing governments around the world to reconsider the way post-compulsory education is funded, organized and governed. In many cases, market-oriented reforms and budget cuts are in tension with cherished principles such as accessibility, equality of opportunity and educational quality. This insightful and timely collection carefully examines these dynamics with special attention to the role of national states, local governments, the market and civil society in policy-making and program delivery. In their comparative analyses, the authors show how similarities in funding priorities, policy decisions and program delivery coexist with differences that derive from the history, culture and political arrangements of each country. This book illuminates our understanding of cross-national convergence and divergence patterns in policy formulation. (Daniel Schugurensky School of Public Affairs and School of Social Transformation, Arizona State University, USA)
This book explores the complex and contested field of post-compulsory education and training across the systems of the UK. It bravely navigates the inter-related areas of curriculum, qualifications, provider arrangements and learning cultures in the context of parliamentary devolution and the growth of distinctive policy agendas in the constituent countries. The influential policy analysts and thinkers who have contributed to this book present us with a really useful and up-to-date analysis of policy networks, political narratives and governance as they affect the future of post-16 education and training in the UK. -, Professor of Education, (John Polesel Melbourne Graduate School of Education, The University of Melbourne, Australia.)
A fascinating, timely and stimulating contribution to the field of post-compulsory education and lifelong learning. It’s excellent to see the tradition of “home international” comparisons in the UK being continued and developed within this important text. The chapter on the new Coalition Government is a must read for all researchers. (Dr Roy Canning Stirling Institute of Education, Scotland UK)
This book, by leading writers in the field, makes a major contribution to analyses of policies concerned with post-compulsory education and lifelong learning in the UK. The book usefully draws the readers’ attention to the continuities, ruptures and contradictions in the education policies developed by the home nations. One of the key strengths of the book is its commitment to policy learning as opposed to policy borrowing, with another being its refusal to portray the education policy of any one of the home nations as inherently superior. (James Avis University of Huddersfield)
About the Author:
Professor Ann Hodgson is Faculty Director of Research, Consultancy and Knowledge Transfer and Co-Director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.
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