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1.
This paper examines the post-compulsory education and training (PCET) systems of England, Wales, Scotland and Northern Ireland, using cohort survey data for the early 1990s. It compares these systems with respect to four issues of current policy concern: participation, inclusiveness, academic drift and parity of esteem. It asks how a system's performance on these four criteria varied according to the degree of 'unification' of PCET, that is, the extent to which academic and vocational tracks were linked or combined within a unified system. In the early 1990s Scotland was the most unified system (with the weakest divisions between tracks) and Northern Ireland the least unified (with the strongest divisions between tracks). The paper finds no clear link between unification and participation in PCET. The two systems with the highest levels of participation were Northern Ireland and Scotland, respectively the least unified and the most unified systems. However the Scottish system was slightly less inclusive than the other three systems, as indicated by a slightly stronger association between participation and prior attainment and/or social class. Academic drift - measured by participation in academic rather than vocational tracks - was more pronounced in Scotland than elsewhere. There was no clear association between unification and parity of esteem, as indicated by the relative educational backgrounds of entrants to vocational and academic tracks: entry to academic rather than vocational courses was more skewed towards high attainers in both Scotland and Northern Ireland than in England and Wales. Participation in the academic track was also relatively skewed towards males in England compared with elsewhere. The paper concludes that there is unlikely to be a simple causal connection between unification and participation, inclusion, academic drift or parity. However it suggests that a strong work-based sector is more important for participation and inclusiveness, while a strong full-time vocational sector is more important for parity and for avoiding academic drift. 相似文献
2.
Ian F. Pyper 《Higher Education Quarterly》1998,52(4):365-377
Most studies of higher education participation rates have been primarily concerned with the numbers of full-time students most of whom have progressed into higher education soon after leaving secondary school or full-time further education. This paper seeks to compare part-time provision and participation levels in Northern Ireland with that in other parts of the UK. The pattern which emerges is that part-time participation rates in Northern Ireland do not appear markedly different to those in other parts of the UK. However there are distinctive features in the pattern of provision. Compared with Scotland, a much higher proportion of part-time HE in Northern Ireland takes place within the universities. It is argued that these differences should be considered when examining options for tackling the under-supply of HE places in Northern Ireland which are identified in the Northern Ireland Appendix to the Dearing Report. 相似文献
3.
《Higher Education Policy》2001,14(1):45-60
This paper outlines some of the key changes in higher education participation in Northern Ireland from the mid-1980s onwards and places the discussion of participation in the evolving policy context of devolution in the United Kingdom. The paper draws upon research conducted on participation and the migration of students and graduates. Changes in student numbers by level and mode are complemented by a consideration of social class, religion, and gender. The analysis distinguishes between different reasons for migration or staying in Northern Ireland. The discussion highlights some of the early consequences of devolution in the UK for higher education participation and suggests that the UK system previously regarded as unified is set to become increasingly differentiated. 相似文献
4.
Inequalities in Entry to Higher Education: a Comparison Over Time between Scotland and England and Wales 总被引：2，自引：0，他引：2
Cristina Iannelli 《Higher Education Quarterly》2007,61(3):306-333
This paper uses data from the Scottish School Leavers Surveys and the England and Wales Youth Cohort Study to analyse changes over time in gender and social class inequalities in the opportunities of young people to participate in higher education (HE) in Scotland, England and Wales. The results show that in Great Britain, in the period from the end of the 1980s to 2001–2002, HE expansion has benefited more women than men, and in the most recent time points has led to a reduction in social inequalities. However, gender and social class differences persist at degree level and in the choice of subject studied. The results also show that higher proportions of working class students enter HE in Scotland than in England and Wales, but that social inequalities are more marked in Scotland. The larger availability of vocational routes in Scotland, at both sub‐degree and degree level, may explain country differences in HE participation rate of working class students. 相似文献
5.
Gareth Parry 《Higher Education Quarterly》1997,51(1):6-28
The purpose of this paper is to identify features of participation in higher education which are distinctive to the situation in England and which have exercised an important influence on the shift to mass forms of higher education in that country. Statistical comparisons are made with Scotland, Wales and Northern Ireland which indicate considerable variations in the levels, patterns and profiles of participation in each territory. At the same time, some limitations and cautions are voiced about the use of official statistics for this purpose, especially where data collection has been the responsibility of separate departments and different agencies. 相似文献
6.
Higher education in Britain displays a diversity of patterns of participation and provision. The establishment of funding councils for England, Scotland, Wales; together with the advisory body the Northern Ireland Higher Education Council (NIHEC), for Northern Ireland, will further increase this diversity. As these councils go about their work, a valuable exercise might be conducted by recording the patterns of participation in the early 1990s. Each council confronts a different tradition, with different levels of participation, and with somewhat different issues on their policy agenda. The NIHEC oversees a small two university system, with a high Northern Irish age participation index, and where affirmative action and equal opportunity measures have a particular prominence. 相似文献
7.
Many researchers studying the impact of parliamentary devolution conclude that education policies in England, Scotland, Wales and Northern Ireland are diverging. They attribute this to five factors: the redistribution of formal powers associated with devolution; differences in values, ideologies and policy discourses across the four territories; the different composition, interests and policy styles of their policy communities; the different ‘situational logics’ of policy-making and the mutual independence of policy decisions in the different territories. This article reviews trends in higher education (HE) policy across the UK since parliamentary devolution. It focuses on policies for student fees and student support, for widening participation, for supporting research and for the HE contribution to economic development, skills and employability. On balance, it finds as much evidence of policy convergence, or at least of constraints on divergence, as of policy divergence. It argues that each of the five factors claimed to promote divergence can be associated with corresponding pressures for convergence. 相似文献
8.
Research on the relation between students’ achievement (ACH) and their academic self-concept (ASC) has consistently shown a Big-Fish-Little-Pond-Effect (BFLPE); ASC is positively affected by individual ACH, but negatively affected by school-average ACH. Surprisingly, however, there are few good UK studies of the BFLPE and few anywhere in the world based on science self-concept (S-ASC). Addressing this substantive limitation in existing research with data from PISA 2006, we extend new multigroup doubly-latent multilevel structural equation models – a substantive-methodological synergy. BFLPE predictions for S-ASC are supported for: the total international sample; the total UK sample; each of the four UK countries considered separately. The BFLPE was marginally larger in the UK than the international sample. However, consistent with the selective nature of school systems in the UK, the BFLPE was larger in Northern Ireland and, to a lesser extent, England than in Scotland or Wales. 相似文献
9.
《欧洲教育》2013,45(2):15-23
Introduction: Statistics for the education systems in England and Wales, Scotland and Northern Ireland are collected and processed separately in accordance with the particular needs of the responsible Departments. Each Education Department—the Department of Education and Science, the Welsh Office Education Department, the Scottish Education Department and the Department of Education Northern Ireland—publishes a selection of statistics concerning education within the separate countries. More detailed statistics on universities can be found in the University Grants Committee's own publications. 相似文献
10.
Gillean McCluskey Ted Cole Harry Daniels Ian Thompson Alice Tawell 《British Educational Research Journal》2019,45(6):1140-1159
This article draws on findings from the first cross-national study of school exclusion in the four jurisdictions of the UK. It casts new light on the crucial aspects of children's education that lead to school exclusion. It investigates the reasons for the UK disparities, as well as the policy and practice in place. The focus of this article is on a detailed analysis of the policy context in Scotland, where official permanent exclusion reduced to an all-time low of just five cases in 2014/15. This is much lower than in Northern Ireland and Wales and in stark contrast to England, where exclusions have increased substantially since 2012. Our analysis seeks to understand Scotland's success in reducing exclusion and offers new insight into the ways in which national policies and local factors more generally shape schools and their practices and the consequent impacts for children and young people more broadly in the UK. 相似文献
11.
This paper explores historical patterns of change in participation in higher education in Wales, using as an organising framework Halsey's (1992) distinction between higher education as an administrative and as a social system. The nineteenth-century development of Welsh higher education was both part of a distinctive national political project and reflected the specificities of wider Welsh society. Expansion through the early and middle decades of the present century eroded this distinctiveness, as both the governance of Welsh higher education and patterns of student recruitment and participation became increasingly integrated into an 'England and Wales' system. The more recent expansion of higher education institutions in Wales, as well as the participation of Welsh students in higher education overall, has further accentuated this social integration into an 'England and Wales' system. Currently, Wales exhibits a pattern of participation which is unique amongst the home countries, whereby the Welsh higher education institutions serve very substantial numbers of students from England (and to a much lesser extent elsewhere), whilst a large proportion of Welsh students register at institutions in England. This indicates that there is now a significant disjuncture between an increasingly distinct pattern of governance of Welsh higher education and a pattern of participation which is massively integrated in the 'England and Wales' system. 相似文献
12.
Sally Power 《牛津教育评论》2016,42(3):285-298
AbstractThis paper examines the positioning of the Welsh education system within contemporary policy debate and analysis. It begins by outlining some of the ways in which education policy and provision in Wales differs from that of its neighbour, England, and then goes on to critique how these differences have been represented in both the media and by members of the educational research community. Indeed, the paper argues that these representations constitute a form of misrecognition. It is tempting to counter this misrecognition with assertions of the superiority of the ‘Welsh way’—and certainly pronouncements of a ‘crisis’ in Welsh education appear to be as much politically-driven as evidence-based. However, such an approach would underplay the very real challenges that face Wales—challenges which are both like and unlike those facing England, Scotland and Northern Ireland. The paper concludes that we need a serious engagement with national divergences across the four nations of the UK—as well as elsewhere. The case of Wales highlights the need to undertake not only comparative analysis but also relational analysis if we are to enhance our understanding of the changing politics of education. 相似文献
13.
AbstractThis article examines the challenges and possibilities for UK policy learning in relation to upper secondary education (USE) across England, Scotland, Wales and Northern Ireland (NI) within current national and global policy contexts. Drawing on a range of international literature, the article explores the concepts of ‘restrictive’ and ‘expansive’ policy learning and develops a framework of dimensions for examining what is taking place across the UK at a time of change for all four national USE systems. From an examination of recent national policy literatures and interviews with key policy actors within the ‘UK laboratory’, we found that the conditions for expansive policy learning had markedly deteriorated due to ‘accelerating divergence’ between the three smaller countries and a dominant England that has been pursuing an ‘extreme Anglo Saxon education model’. The article also notes that some aspects of policy learning continue to take place ‘beneath the radar’ between UK and wide civil society organisations. This activity is more prevalent across the three smaller countries although each, to differing degrees, is still constrained by its position in relation to the UK as a whole. 相似文献
14.
Jacqueline H.S. Cheng 《牛津教育评论》2013,39(6):693-712
The National Student Survey (NSS) of course experience satisfaction is sent to final year students of all higher education institutions in England, Northern Ireland, Scotland and Wales (N = 171,290 and 157,342 students in 2005 and 2006) and results are made publicly available. The present investigation assesses the reliability and appropriate use of the NSS from a multilevel perspective. Although NSS responses provide a limited basis for discriminating amongst universities and courses within universities, the ratings of universities are highly reliable and stable over time due to the large number of students (2005 and 2006 rankings correlated r = .86). The unresolved question is whether very small (only 2–3% of the variance explained) but reliable and stable differences between universities provide useful information for benchmarking universities, self‐improvement, and informing student choice. 相似文献
15.
This paper provides an analysis of the issues arising from work with multiple stakeholders within the context of a major national evaluation study. The context is the UK Education Departments' Superhighways Initiative (EDSI), which was jointly funded by the four education departments of England, Wales, Scotland and Northern Ireland. Unusually, the evaluation, which was large scale and employed several teams of evaluators, had a real opportunity to inform the development of policy. Problems of working for multiple stakeholders arose from the tight control that the sponsors exercised over the structure, style and content of the report. In addition to the usual problems of conflicting interests between stakeholders, the Scottish evaluators experienced problems relating to the polarised political context in the UK prior to the general election of 1997. The successful public relations exercise that created the EDSI programme, with commercial sponsorship for projects and government funding only for the evaluation, was an additional factor in determining the evaluators' roles and relationships with stakeholders. 相似文献
16.
AbstractSince devolution in the late 1990s, education policy in England has diverged further from that in Scotland and also from policy in Wales and Northern Ireland. In this paper we review the roots and trajectory of the English education reforms over the past two decades. Our focus is the schools sector, though we also touch on adjoining reforms to early years and further and higher education. In so doing, we engage with various themes, including marketisation, institutional autonomy and accountability. Changes in governance arrangements for schools have been a defining feature of education reforms since devolution. This has been set against an evolution in national performance indicators that has put government priorities into ever sharper relief. In theorising the changes, we pay particular attention to the suggestion that the English education system now epitomises the concept of ‘network governance’, which has also been applied to education in a global context. We question the extent to which policies have in practice moved beyond the well-established mechanisms of ‘steering at a distance’ and undermined the very notion of an education system in England. We conclude by considering possible futures for education policy and how they may position England in relation to other parts of the UK and the wider world. 相似文献
17.
Policies to expand higher education (HE) in the UK have emphasised the importance of widening participation by under-represented groups. However, the attention has shifted from who participates in HE (and who does not) to the different institutions attended by students from different backgrounds. Researchers have typically investigated this issue by comparing rates of entry to different types of university. This paper proposes an alternative approach; it uses concepts of social segregation, hitherto applied mainly to secondary schools, to analyse UCAS data on the social and demographic characteristics of entrants to HE. It estimates indices of segregation between HE institutions, and between subject areas within institutions, for selected cohorts of entrants to full-time undergraduate courses between 1996 and 2010. Levels of segregation during this period have been relatively high in relation to ethnicity and independent schooling, lower in relation to age and lowest in relation to gender, disability and social class. Most indices show stability over time, with a decline in the segregation of non-white ethnic groups and a small increase in segregation of independent school students. Levels of segregation differ across the four UK home countries, and tend to be highest in England. 相似文献
18.
Louise D. Denne Corinna F. Grindle Suzi J. Sapiets Millie Blandford-Elliott Richard P. Hastings Marguerite Hoerger Katy Lambert-Lee Andreas Paris Gemma Nicholls J. Carl Hughes 《Support for Learning》2023,38(4):183-193
The importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence-based approach that can be used to proactively support pupils with, or at risk of, behaviours that challenge. The Department of Education of Northern Ireland recommends the development of behaviour support plans to support children with special education needs and disabilities. Special schools, however, also have a responsibility to set high expectations for every pupil, to provide access to the respective national curricula and to meet individual needs. School-wide positive behavioural support (SW-PBS), originated in the USA in the 1990s in response to a body of evidence that showed improved social and academic outcomes when behavioural interventions were implemented across whole school settings. It is increasingly being adopted in the UK. Drawing upon examples from schools in England and Wales with which the authors are familiar, this paper outlines the rationale for a special schools' model of SW-PBS and illustrates the ways in which this can be adjusted to meet the specific needs of each setting.
Key Points
- Reducing restraint and restrictive interventions in schools is a high priority across all four nations of the UK.
- Special schools also have a responsibility to provide children with special education needs and disabilities positive learning environments that maximise learning opportunities and meet individual needs.
- School-wide positive behaviour support (SW-PBS) provides a useful framework to help special schools meet these expectations.
19.
This paper explores the relationship between history teaching and the construction of national identity. Drawing upon recent theoretical and historical work in the field, it provides a comparative analysis of important developments within the history curricula in England, Wales, Northern Ireland and Scotland, and also explains why history has become politicised in Britain over the past few decades. The paper speculates about the implications of these developments within history education by considering the capacity of history to influence pupils’ collective identity alongside other potentially more powerful factors. 相似文献
20.
Leslie J. Francis Mandy Robbins L. Philip Barnes Christopher A. Lewis 《British Journal of Religious Education》2006,28(1):3-18
The aim of the present study was to build on John Greer’s systematic set of studies concerned with teenage beliefs and values conducted among samples of sixth form students attending County and Protestant voluntary schools in Northern Ireland in 1968, 1978 and 1988. The present study replicated the earlier surveys for a further time in 1998. The results provide a unique snapshot of the persistence of religious affiliation, belief and practice across the latter part of the twentieth century in a nation which has continued to resist the secularisation process so eroding the place of religion in the neighbouring nations of England, Wales and Scotland. 相似文献