Abstract
Tens of thousands of young people leave school with no or very few qualifications in England. This paper asks: what is the ethnic dimension of the low achievement problem?
Abstract
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.
bstract
This paper presents data collected in individual case studies that aimed to investigate children and their families who succeeded against the usual 'odds' of disadvantage. Funded as an extension of EPPE 3-11 by the Cabinet Office for the Equalities Review, the study focused particularly closely upon the performance of disadvantaged children from White and minority ethnic groups. The study found that disadvantaged families often have high aspirations for their children and provide significant educational support through 'concerted cultivation'.
University was traditionally considered a ladder out of poverty for young working
class people; this report explores why so many are climbing down that ladder and ‘dropping out’. ‘Drop out’ is seen as a threat to the government’s widening participation policy and to its social justice agenda. It is commonly portrayed as a life disaster for the students themselves. This is the first report to explore ‘drop out’ in England, Scotland Wales and Northern Ireland and gain a qualitative picture of its meanings and implications.
This article explores English policy on widening participation in higher education (HE), drawing on insights from a research study into higher education transitions and ‘dual sector’ institutions. Although further and higher education in England are divided into two sectors, it is possible for one institution to offer both further and higher education. This article examines the nature of transitions in such ‘dual sector’ institutions, and explores the shaping and structuring of HE transitions, as well as students’ experience of such transitions.
This essay compares and contrasts approaches to access and equity in these two nations, focusing largely on higher education (HE) in England and public HE in select states in the US. Three general themes are offered in the following narrative. The first is the transition of admission policy making from an internal academic decision to an increasingly external and politically driven process, and linked to the drive to develop mass systems of HE.
