14-19 Schools and Colleges / Key Documents
A collection of key documents designed to make your life easier.
These resources may contain both links to external websites or links to downloadable files (mostly in PDF format).
Department for Education and Skills (DfES)
The Government has long been committed to enabling all children and young people to reach their full potential.This requires a strong lead in securing integrated children's services and educational excellence. The new Department means we can really concentrate on achieving these objectives.
DCSF will build on the successes in education and in children's services that we have seen over the last decade. It will be able to focus on the significant challenges that remain -continuing to raise standards so that more children and young people reach expected levels, helping to raise more children out of poverty and re-engaging disaffected
young people.
Nuffield Foundation, The
The purpose of this paper is to explore the issues relating to 14-19 education and training and young disabled people. It considers issues that relate to definitions of disability and 'disability identity', common experiences of young disabled people aged 14-19 and how they compare to their non-disabled peers, and the impact on young disabled people of current structures and systems in 14-19 education and training.
DfES
In 2020, the children who started in Reception classes in September 2006 will be entering higher education or employment. Fourteen years is one entire school generation. Most new school leaders in 2020 are now in their early years of teaching or still studying. Many of the parents of the children
who will start primary education in 2020 are just coming to the end of their own schooling.
During their school years, children should grow from relative dependence on their parents and teachers into mature learners, with the skills to adapt to changing demands. Society's aspirations for them are expressed in the outcomes of the Every Child Matters framework: be healthy, stay safe, enjoy and
achieve, make a positive contribution and achieve economic well-being.
Our vision is one in which these aspirations are realised for all children and young people. The education system will need to act now if it is to transform the experience of children starting
school today. We do not underestimate the challenges involved. However, we believe that the process of achieving our vision will be an exciting one in which many schools are alreadyleading the way.
Teaching and Learning Research Programme
The Teaching and Learning Research Programme is the biggest-ever investment in educational research in the United Kingdom, and is the largest programme currently managed by the Economic and Social Research Council. Its aim is to shed light on learning and teaching throughout life, and to produce findings which will help improve educational outcomes for people of all ages.
A number of TLRP projects are working on issues of direct relevance to the future of 14 -19 education and training. Responses to government initiatives in England such as the Tomlinson Committee's proposals and the 14 -19 Education and Skills White Paper show that there is no consensus about how to educate people in this age group. Further changes to the system are inevitable. Moreover, the complexity of the issues involved means that discussions about the pace and direction of reform will continue alongside consideration of how to implement changes that have already been agreed.
The Higher Education Career Services Unit
In 2005, the Higher Education Careers Service Unit (HECSU) launched an ambitious programme of research, designed to explore the process of entry in to and through higher education in more detail than had hitherto been attempted. This programme, Career-making, has at its core a major longitudinal study. Futuretrack, of all applicants to full-time UK higher education courses who applied through the Universities and Colleges Admissions service (UCAS) in 2006. This report contains outline details and preliminary findings from the first stage of this, the Futuretrack census study of 2006 applicants, which was conducted in Summer 2006 at the point where the majority of respondants aspired to embark on a full-time higher education or sub-degree course in Autumn 2006.
Futurelab
What do we need to learn today? How do we prepare yound people for life, leisure and work? What skills, competencies and capabilities might they need? How are they to be encouraged to flourish as individuals and as human being? How might they be supported to negotiate the complexities of of economic, cultural and social life successfully?
These questions have been asked since time immemorial- they go to the heart of the question of what education is for.
Qualifications and Curriculum Authority
This guide has ben developed by the qualifications regulators for England, Wales and Northern Ireland as part of their commitment to support effective practice and quality improvement in the assessment of qualifications. It is intended to promote the use of e-assessment in an advisory rather than a regulatory capacity. It offers practical information and advice to people involved in the management and delivery of e-assessment within qualifications.
JISC e-Learning Programme
Developments and opportunities.
Becta
In March 2005, the Department for Education and Skills (DfES) published its e-strategy. Harnessing Technology. It set out a system-wide approach to the application of ICT in education, skills and children's services, and identified four key objectives.
Impact of e-portfolios on learning; a report of an investigation commissioned by Becta from the Learning Science Research Institute, University of Nottingham, into the impact that e-portfolios can have on learners in schools, further education, higher education and work-based learning:
