Literaturnachweis - Detailanzeige
| Autor/in | Hardman, Jill |
|---|---|
| Institution | Learning and Skills Development Agency |
| Titel | Collaborating for Success: Collaborative Arrangements for 14-19 Provision in the West Midlands. Summary and Analysis of Research Findings from Six Case Studies. Research Report |
| Quelle | (2006), (85 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Case Studies; Foreign Countries; Partnerships in Education; Vocational Education; Outcomes of Education; Educational Innovation; Curriculum; Administrative Organization; Delivery Systems; Models; Access to Education; Success; Program Effectiveness; United Kingdom (England) |
| Abstract | These findings from six case study areas in the West Midlands examine how 14-19 collaborative arrangements have developed and changed in response to local circumstances, assess the impact of the developments and changes on the curriculum offer, learner choice and participation, and identify the main success factors for starting and sustaining effective 14-19 collaborations. The data are analysed using two frameworks. First, a development model for 14-19 collaborative provision is used to analyse partnership activity. The model originates from this research, being derived from an analysis of relevant literature and the six case studies. The research data have been evaluated in terms of three themes identified in the model: the collaborative infrastructure, delivery systems and curriculum provision. Secondly, a step-change model of curriculum innovation is used to analyse the impact of collaboration across a learning area within the curriculum offer and on learner choice. This model is an adaptation of one commonly used for describing and analysing incremental and radical processes of innovation and change in, for example, business and technology. It is used here to assess the impact of the collaborative arrangements on expansion in the range of choices available to learners and on changes in the overall structure and nature of the provision "on the ground". Applying each of these models respectively to findings from the six case studies shows that the main focus of activity at a local level has been on developing the effectiveness of the collaborative infrastructure and improving the organisation of delivery and access to provision including information, advice and guidance (IAG). A "beneficial cycle" is noted whereby effective, collaborative activity in respect of access and delivery depends upon and also generates effective collaborative relationships and infrastructure. Another observation is that so far 14-19 collaborations appear to have had a greater impact on expanding the offer available to learners than on reconstructing or reformulating the overall curriculum in the learning area. It is noted that there are significant structural and institutional obstacles to doing this, although it may prove to be the way forward in the future. (Contains 3 figures) (As Provided). |
| Anmerkungen | Learning and Skills Development Agency. Available from: Learning and Skills Network. Regent Arcade House, 19-25 Argyll Street, London, W1F 7LS, UK. Tel: +44-845-071-0800; Fax: +44 20 7297 9001; e-mail: enquiries@LSNeducation.org.uk; Web site: http://www.lsneducation.org.uk |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
