A new learning and skills landscape? The central role of the Learning and Skills Council

Dados Bibliográficos

ID11487540
AutoresFrank Coffield (0000-0002-0346-990X, University of London, autor correspondente), Richard Steer (0000-0002-9638-6125, University of East London), Ann Hodgson (University of East London), Ken Spours (University of London), Sheila Edward (University of East London), Ian Finlay (University of Strathclyde)
Ano2005
Volume20
Fascículo5
Páginas631-656
Data de publicação2005-09-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Education Policy (JOURNAL)
Identificadores do periódicoISSN: 0268-0939 • E-ISSN: 1464-5106
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02680930500222493
OpenAlexW2086249281
IdiomaEN
Citações recebidas6
Referências citadas6

This is the first paper from a project which is part of the Economic and Social Research Council’s Programme of research into “Teaching and Learning”. The project, entitled “The Impact of Policy on Learning and Inclusion in the New Learning and Skills Sector”, explores what impact the efforts to create a single learning and skills system (LSS) are having on teaching, learning, assessment and inclusion for three marginalised groups of post-16 learners. Drawing primarily on policy documents and 62 in-depth interviews with national, regional and local policymakers in England, the paper points to a complex, confusing and constantly changing landscape; in particular, it deals with the formation, early years and recent reorganisation of the Learning and Skills Council (LSC), its roles, relations with Government, its rather limited power, its partnerships and likely futures. While the formation of a more unified LSS is broadly seen as a necessary step in overcoming the fragmentation and inequalities of the previous post-16 sector, interviewees also highlighted problems, some of which may not simply abate with the passing of time. Political expectations of change are high, but the LSC and its partners are expected to carry through ‘transformational’ strategies without the necessary ‘tools for the job’. In addition, some features of the LSS policy landscape still remain unreformed or need to be reorganised. The LSC and its partners are at the receiving end of a series of policy drivers (eg planning, funding, targets, inspection and initiatives) that may have partial or even perverse effects on the groups of marginalised learners we are studying

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