FE and Skills -- Is the 'UK Laboratory' Open for Expansive Policy Learning?

Autor/inn/en	Hodgson, Ann; Spours, Ken; Gallacher, Jim; Irwin, Tracy; James, David
Titel	FE and Skills -- Is the 'UK Laboratory' Open for Expansive Policy Learning?
Quelle	In: Journal of Education and Work, 32 (2019) 3, S.277-291 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (James, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2019.1621272
Schlagwörter	Foreign Countries; Adult Education; Vocational Education; Apprenticeships; Governance; International Cooperation; Educational Policy; Technical Education; Partnerships in Education; Skill Development; Inquiry; Laboratories; Innovation; United Kingdom (England); United Kingdom (Scotland); United Kingdom (Wales); United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausbildung; Berufsbildung; Apprenticeship; Lehre; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Internationale Kooperation; Internationale Zusammenarbeit; Politics of education; Technikunterricht; Hochschulpartnerschaft; Kompetenzentwicklung; Qualifikationsentwicklung; Laboratory; Laboratorium
Abstract	This article builds on the previous articles in this special issue to explore two related concepts -- a 'UK policy laboratory' and 'expansive policy learning', with a specific focus on further education (FE) and skills. We argue that the potential for a UK policy laboratory in this area is based primarily on a new balance between the forces of convergence and divergence across the four countries of the UK. In this 'goldilocks zone' lie opportunities for policy learning. The methodology of the UK FE and Skills Inquiry, on which this article draws, attempted to model the conditions of the UK policy laboratory by involving a rich mix of social partners and highlighting the importance of national contexts and how these can inform differing approaches to common challenges. The Inquiry also identified 'interesting practice' that may form the basis of an initial 'common project' across the different systems. However, its pursuit will require shifts towards the more collaborative approach to FE and skills that characterises the three smaller countries of the UK. In this variegated political environment, we conclude by speculating on the wider conditions for the permanent development of a UK policy laboratory (or laboratories) and expansive forms of policy learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01