The Learning and Skills Council : strategic priorities

"This is the text of the letter sent by the Secretary of State for Education and Employment to the Learning and Skills Council on 9th November 2000" -- [page 1

David Blunkett: introducing citizenship education was the easy bit. We need to do more to encourage schools to support youth participation

The previous Labour government added Citizenship to the National Curriculum in England in 2002. Last week on Democrat Audit David Kerr discussed how its prominence has fallen in more recent and called for more robust monitoring of provision. In this post David Blunkett MP, Education Secretary under Labour, discusses the importance of Citizenship and how its teaching can be strengthened. This post is part of our series on youth participation in politics

The Inclusion of Pupils with Special Educational Needs: A Study of the Formulation and Implementation of the National Curriculum Physical Education in Britain

The paper examines the planned and unplanned outcomes associated with the inclusion of pupils with special educational needs (SEN) in the National Curriculum Physical Education (NCPE) in Britain. This involves the use of key concepts from figurational sociology, and documentary analysis, to examine the emergence of disability as a social issue in British society and in secondary school education. Norbert Elias’ game models (Elias, 1978) are then used to analyse the NCPE 1992, 1995 and 2000 documents, and their associated consultation materials. This allows the researcher to identify all the major players involved in the formulation of the NCPEs, and the extent to which the objectives of each player, and their subsequent power struggles with each other, impacted upon the overall objectives and content of the NCPEs. The game models are then used to examine the extent to which the objectives of the players involved in the implementation of the NCPE generated outcomes which none of the players planned for, or could have foreseen

The problem of political science and practical politics

Copyright @ 2006 The AuthorsWe reflect on the reasons why there is not a greater and more fruitful relationship between those who seek to understand policy and the political process from academia and those with a similar task in ‘practical politics’. We attribute this lack of engagement to three core factors: (1) from without, instrumental government visions of political science perpetuate the view that the discipline exists to serve those with power; (2) from within, scientism and abstraction diminish the discipline's stock of ‘usable’ product for ‘practical politics’; and (3) where relevant research exists, its uptake is hampered by limited communication between these spheres

No good surprises: intending lecturers' preconceptions and initial experiences of further education

Current initiatives to promote lifelong learning and a broader inclusiveness in post-16 education have focused attention on further education (FE). The article examines the experiences and reactions of 41 intending lecturers studying full-time for a Postgraduate Certificate in Further Education and Training (PGCET), as they enter FE colleges on teaching practice and encounter FE students for the first time. It argues that the sector may have something to learn from the contrast between these intending lecturers' expectations and their subsequent experiences, and that attempts to address problems which are endemic within the current FE sector by initiatives to improve teacher competence, such as the Further Education National Training Organisation (FENTO)'s recently introduced FE teacher training standards, are inadequate and misdirected

Parenting ‘gifted and talented’ children in urban areas: Parents' voices

This is the author's accepted manuscript. The final published article is available from the link below. Copyright © 2014 by SAGE Publications.International evidence demonstrates the importance of engaging parents in the education of their ‘high-potential’ children, yet limited research has focused on the involvement of parents from differing economic strata/backgrounds. The current study explored the dilemmas of parenting academically high-ability children from economically deprived urban areas in the UK. Data were gathered from a sample of parents whose children attended a university-based sustained intervention programme for designated ‘gifted’ pupils aged 12–16. Parental perceptions were sought in relation to (a) the usefulness/impact of the intervention programme, (b) parents’ aspirations for their children growing up in economically deprived urban areas and (c) parents’ views on the support provided by the extended family, peer groups and the wider community. The findings have significant implications for both policy and practice and, more specifically, for engaging parents in intervention programmes offered by universities and schools to children in order to increase their access to higher education and for enhancing their life chances

Conditional citizens? welfare rights and responsibilities in the late 1990s

In Britain the relationship between welfare rights and responsibilities has undergone change. A new welfare 'consensus' that emphasizes a citizen ship centred on notions of duty rather than rights has been built. This has allowed the state to reduce its role as a provider of welfare and also defend a position in which the welfare rights of some citizens are increas ingly conditional on those individuals meeting compulsory responsibili ties or duties. This concentration on individual responsibility/duty has undermined the welfare rights of some of the poorest members of society. Three levels of debate are considered within the article: academic, pol itical and 'grassroots'. The latter is included in an attempt to allow some 'bottom up' views into what is largely a debate dominated by social sci entists and politicians

Gifted and talented education: The English policy highway at a crossroads?

Copyright © 2013 by Sage Publications. This is the author's accepted manuscript. The final published article is available from the link below.In 1999, the British government launched an education program for gifted and talented pupils as part of its Excellence in Cities initiative (EiC) that was initially designed to raise the educational achievement of very able pupils in state-maintained secondary schools in inner-city areas. Although some activities targeting gifted children had already been initiated by various voluntary organizations over several previous decades, this was the first time that the topic of improved provision for these pupils had been placed firmly within the national agenda. This article provides the background to the English gifted and talented policy “highway” and an overview of what was expected of schools. How practitioners responded to the policy, their beliefs and attitudes toward identifying gifted and talented pupils, and the opportunities and challenges that arose along the way to the current crossroads are explored. The need to empower teachers to feel more confident in classroom provisions for gifted and talented pupils is identified along with the potentially pivotal role of action research and “pupil voice” in the process of continued professional development and support

The political economy of competitiveness and social mobility

Social mobility has become a mainstream political and media issue in recent years in the United Kingdom. This article suggests that part of the reason for this is that it can serve as a mechanism to discuss policy concerns that appear to be about social justice without questioning important aspects of neo-liberal political economy. The article charts the policy rhetoric on social mobility under both New Labour and the current Coalition Government. It is argued first that under New Labour the apparent commitment to social mobility was in fact subsumed beneath the pursuit of neo-liberal competitiveness, albeit imperfectly realised in policy. Second, the article suggests that under the Coalition Government the commitment to raising levels of social mobility has been retained and the recently published Strategy for Social Mobility promises that social mobility is what the Coalition means when it argues that the austerity programme is balanced with ‘fairness’. Third, however, the Strategy makes clear that the Coalition define social mobility in narrower terms than the previous government. It is argued here that in narrowing the definition the connection with the idea of competitiveness, while still clearly desirable for the Coalition, is weakened. Fourth, a brief analysis of the Coalition's main policy announcements provides little evidence to suggest that even the narrow definition set out in the Strategy is being seriously pursued. Fifth, the international comparative evidence suggests that any strategy aimed at genuinely raising the level of social mobility would need to give much more serious consideration to narrowing levels of inequality. Finally, it is concluded that when considered in the light of the arguments above, the Strategy for Social Mobility – and therefore ‘Fairness’ itself – is merely a discursive legitimation of the wider political economy programme of austerity