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:
Education for All addresses these questions in the light of evidence collected over five years by the Nuffield Review of 14-19 Education and Training: the most rigorous investigation of every aspect of this key educational phase for decades. Written by the co-directors of the Nuffield Review, Education for All provides a critical, comprehensive and thoroughly readable overview of 14-19 education and training and makes suggestions for the kind of education and training that should be provided over the coming decade and beyond.
The authors acknowledge that much has been achieved by the respective governments – massive investment in resources; closer collaboration between schools, colleges, training providers, voluntary agencies and employers; recognition and promotion of a wider range of qualifications. They are also optimistic about the good things that are going on in many secondary classrooms – enormous amounts of creativity; courageous efforts to meet problems; a deep concern and caring for many young people otherwise deprived of hope and opportunity. But they argue for a radical reshaping of the future in the light of a broader vision of education – a greater respect for more practical and active learning; a system of assessment which supports rather than impoverishes learning; respect for the professional expertise of the teacher; a more unified system of qualifications ensuring progression into higher education and employment; the creation of strongly collaborative and local learning systems; and a more reflective and participative approach to policy.
Education for All should be read by everyone working in – or with an interest in – secondary-level education in England and Wales and beyond.
1. Introduction: Why a Review? 2. Aims and Values 3. Context 4. Measuring System Performance 5. Learning 6. Teaching 7. Curriculum Framework for the 21st Century 8. From Qualification Reform to a Framework for Learning 9. Employers and the Labour Market 10. Progression to Higher Education 11. Insitutional Arrangements and the Wider Governance Landscape 12. Policy and Policy Making in 14-19 Education and Training 13. Conclusions and Recommendations