Post-16 Curriculum and Qualifications Reform in England and Scotland: lessons from home international comparisons

In this article we compare Curriculum 2000 and Higher Still, recent reforms of post-16 education in England and Scotland respectively. We draw on current and earlier research on the unification of academic and vocational learning in England, Scotland and other European countries in order to suggest areas for mutual learning to inform future curriculum and qualifications reform north and south of the Border. We highlight five of these - the conduct of the policy process, issues of progression, assessment, approaches to vocational education and key/core skills. In our conclusion we speculate on the possibility of either convergence or divergence of the English and Scottish upper secondary education systems as both evolve

Itinerarios que relacionan educación con trabajo. Revisión de conceptos, investigación y debates políticos

Este artículo examina de forma crítica la investigación y los debates políticos transnacionales sobre los itinerarios que relacionan educación con trabajo, y utiliza este examen para reflexionar sobre la utilidad del propio concepto de itinerarios. Identifica tres utilizaciones principales del concepto: para analizar la dimensión relativa y el papel de la educación académica, la formación profesional reglada y el aprendizaje, en un sistema de transición efectivo; para examinar las relaciones y las interconexiones entre itinerarios, y para evaluar de qué manera los itinerarios pueden reflejar las perspectivas y las prioridades de cada individuo joven y permitirle gestionar y ejercer control sobre sus propios itinerarios. Los itinerarios pueden ser útiles como concepto estructurador que vincula la política a la investigación, siempre que la metáfora se utilice con precisión y se eviten sus significados no intencionales.This paper reviews cross-national research and policy debates about pathways between education and work, and draws on this review to reflect on the utility of the pathways concept itself. It identifies three main uses of the concept: to analyse the relative size and role of gender education, school-based vocational education and apprenticeship, respectively, in an effective transition system; to examine the relationships and interconnections between pathways; and to consider how pathways can reflect the perspective and priorities of individual young people and enable them to manage and control their own itineraries. Pathways can be useful as an organizing concept linking policy and research, provided that the metaphor is used with precision and its unintended meanings are avoided