Jeremy Higham

Working together? Partnership approaches to 14–19 education in England

Partnership working between institutions and organisations is currently commonly seen as providing solutions to meeting multiple, interrelated needs in areas of social policy including health, social welfare and education. This article examines and discusses the policy and practice of such collaboration in an educational context. Drawing on studies of state‐funded interventions into 14–19 provision in England it offers insights into why and how schools, colleges and other organisations involved in education and training collaborate. It concludes that partnership is highly locally contingent. National policy on partnership working, which is itself not consistent, is strongly mediated by local contextual factors, institutional values and interests, personal missions and careers, pragmatic opportunism, ad‐hocery and happenstance. The interplay of these factors is highly dynamic and changes over time.

Curriculum change: a study of the implementation of General National Vocational Qualifications

This article focuses on curriculum change, in particular on course team responses to the introduction of a new curriculum and on the implications of empirical findings for our understanding of curriculum implementation and change. The case discussed is that of the second version of GNVQ. The discussion is based on an analysis of data collected across twenty-two course teams in ten schools and colleges over a two-year period as part of an ESRC-funded project. The model of comprehensive assessment of the second version of the GNVQ is one in which the curriculum reinforcement role of assessment related to the coverage and standards of the qualification but not to the design of courses. Theoretically, significant scope was accorded to course teams to develop and provide courses that responded to local contexts. The article explores how patterns of difference and similarity in course team responses to the introduction of this curriculum might be explained and indicates three broad approaches: implementation, adaptation and assimilation, relating these responses to the existing experience and expertise of members of the various course teams. The article draws on concepts from the field of linguistics to put forward the notions of ‘curricular fields’ and ‘sub-curricular fields’ and suggests that curriculum implementation needs to take greater account of the sub-curricular fields of course teams.

Teachers who teach their practice: the modulation of hybridised professional teacher identities in work-related educational programmes in Canada

This article explores diversity in the identity of vocational teachers and the ways these identities are both situated in cultural and political contexts and built upon life and career histories. The analysis is developed from a study of work-related programmes offered to students aged 15-18 in one school board in Canada, with a particular focus on five courses. Teacher identity emerged as a significant factor that supported the distinctly vocational-educational learner experience that was identified through the research. The case-study approach enabled us to examine features of the context in relation to teacher identity. In particular, we propose that vocational teacher identities were modulated in relation to accountabilities to different ‘communities of practice’, such as those of prior or concurrent industry affiliations. We identify features of the policy context that enabled this modulation of identity and the formation of a ‘community of practice’ among technology teachers. Rich qualitative data is re-presented in conceptual terms which may be useful in framing and guiding educational decisions that are attuned to developing authentic vocational and educational experiences for young people. This analysis of vocational teacher identities not only expands upon current perspectives on teacher identity, but also throws new light on theoretical and practical debates surrounding teacher agency and curriculum control within heavily mandated and monitored professional contexts such as schools.

Developing Diversity Through Specialisation in Secondary Education: Comparing approaches in New Zealand and England

The paper compares approaches to curriculum specialisation in secondary education in New Zealand and England. In both countries there have been movements towards increased specialisation, though these have been quite different in form and scope. In both countries specialisation cannot be divorced from broader education policies designed to increase devolution and choice and the paper discusses these contexts before analysing the different approaches to specialisation and attempting an explanation. The authors draw on findings from research undertaken in New Zealand schools. The paper identifies three dimensions that have played a part in influencing curriculum specialisation in both countries. These are opportunity, source of impetus and support. It is argued that while local initiative is possible in New Zealand, central planning and guidance is inadequate. In England while central planning is strong and support is available, it is far from clear that real specialisation is encouraged by existing curriculum and assessment frameworks. In these circumstances in both countries it seems likely that vertical, rather than horizontal, diversity will continue to hold sway.

What Makes a Course Vocational? School-Based Work-Related Programmes in Canada in Dialogue with a Community of Practice.

The paper discusses five work-related secondary school courses in Canada, providing an empirical account through which a new way of conceptualising vocational education is developed. Using a case study approach, we identify the mutually reinforcing dimensions of education – from policy to the course experience – that supported the enactment of an education–industry dialogue. We propose that, by constructing a metaphorical bridge between school and work, such a dialogue with a vocational community of practice is what made these courses ‘vocational’. The concept of dialogism allows us to characterise vocational education in a way that accounts for the flexible and dynamic qualities of the enacted curricula which were observed and interpreted across the case studies. In this conceptualisation, the teacher with prior industry experience embodies the dialogue and constructs a dialogic curriculum. The analysis builds on existing research which highlights the importance of teacher identity and background by situating the mediational role of teacher identity within a multi-dimensional framework. The different dimensions of a course, such as pedagogy and assessment are not lost in this conceptualisation, but rather become the loci for the dialogue. The potential implications of this conceptualisation for vocational education are discussed in the conclusion.

Academic progress in the 16–19 curriculum: some senior staff perceptions of current monitoring systems and operational procedures

In outlining its programme of target-setting for post-16 provision in 1997, the DfEE sought to promote the monitoring of academic progress in order to raise achievement both at institutional level and also at the individual student level. This article, based on research conducted in schools and colleges in North and West Yorkshire, focuses on the latter and examines senior staff perceptions of current monitoring systems and operational procedures. The article gives an overview of the main systems used and how these are adapted to suit the circumstances of a particular institution. The authors suggest that in general the implementation of target-setting has been viewed positively, largely due to the current flexibility for senior staff to adapt whatever system best suits their needs. It recommends that this should be seen as a strength of the current situation and that the introduction of more uniform systems should be avoided if it is at the expense of meaningful procedures adapted to local requirements.

Developing Information Technology through In-Service and Initial Teacher Education: A Hypercard Project.

Summary The comments by teachers and student teachers cited at the beginning of this article indicate that the combining of initial teacher education and in-service education in this software development project was considered to be a positive aspect of the work. This was agreed by all participants although for some teams there had been a difficulty in finding time for additional meetings during term-time. The constraint of time limited the opportunities to benefit from cooperation between established teachers and those about to enter the profession. In general the division of the main group into smaller teams of trainee teachers led by an established teacher with responsibility for a particular area worked very well. This had been to the benefit of both parties and all had learnt from the different experience and viewpoints of other team members. As student teachers spend a greater proportion of their training based in small groups in schools, such projects will become easier to set up and manage. In the...

Exploring Intermediate Vocational Education and Training for 16–19-Year-Olds in Germany and England

This chapter focuses upon aspects of full-time vocational education and training (VET) provision for young people aged 16–19 in Germany and England. This provision is aimed at young people who have been unable to gain access to the dual system in Germany or advanced level (largely academic) provision in England. We show that there are significant numbers of young people who fall into this category in both countries. The chapter examines some of the characteristics of provision through the transition sector in Germany and a variety of courses in England. Drawing upon recent research, it focuses upon two recent developments – the promotion of ‘personal learning’ in vocational schools in North Rhine Westphalia (NRW) and the introduction of diploma courses in England from 2008. The chapter ends with an analysis of similarities between Germany and England in tackling some of the issues and problems in developing full-time intermediate VET in order to meet the needs of the young people, employers and the wider society.

Information technology and new entrants to modern language teaching

Summary Modern linguists taking up their first teaching post are likely to meet widely varying situations in schools in terms of hard-ware and software provision and of the level and pattern of usage in modern languages departments. BBC computers and their variants still dominate in many modern languages departments and despite their limitations cannot be discounted in terms of preparing new entrants to the teaching profession. Some departments do not have their own computer and in many cases gaining access to the main school computer room/s is not easy. Others are far more fortunate in terms of state-of-the-art equipment in the department and/or in having problem-free access to computer rooms to use with whole classes. Over a third of the schools in the sample can receive satellite television. There is a great number of differing software packages in schools. IT co-ordinators, reporting from 89 teaching practice schools, mentioned 28 different word-processing packages and 33 different desktop publishing ...

Information Technology and Modern Languages in the National Curriculum

Summary Given the emphasis on the cross-curricular use of information technology in the National Curriculum and the encouragement given by the Modern Foreign Languages Working Group, it is important that the development of the use of computers in modern language teaching is not limited by external factors such as lack of resources for hardware, software and INSET. Unless the value placed on information technology in modern language teaching is matched by the provision of the necessary resources the use of computers will remain limited and fall short of the requirements of the National Curriculum and the entitlement of the pupils. The danger must be that the use of computers in language teaching will largely be the domain of favoured schools and enthusiastic teachers and fail to achieve the generality of application implied by a national curriculum.