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14-19 C entre Re search St udy

This research project examines the implementation and impact of the 14-19 educational reforms in schools and colleges in England. It investigates policy coherence, the role of the Diploma, curriculum demands, student experiences, and barriers to success. The study includes data collection through interviews, focus groups, and online questionnaires, and emphasizes the importance of incorporating student perspectives.

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14-19 C entre Re search St udy

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  1. 14-19 Centre Research Study Impact of 14-19 Educational Reforms in Schools and Colleges in England This project was funded by QCDA

  2. Labour government’s 14-19 reform programme

  3. CReSt 14-19: a multiple Case Study 2009-2010 1,000,000 words of data

  4. CReSt 14-19: a multiple Case Study • Centres as cases • Sampling cases • Sampling cases during the period of the research 2009-10 • Longitudinal research • Project advisor • Annual Conference • Data collection • Centre visits • Interviews, focus groups, documentary evidence • Online questionnaires • Ethical Considerations • Data analysis • Reporting

  5. First level codes

  6. Implementing the 14-19 reforms a view from schools and colleges

  7. Rolling out the reforms – the top-down model

  8. What happens in practice – the bottom-up model Interpretation

  9. Policy tests

  10. Policy tests

  11. The 14-19 Reforms - The policy intent • Policy coherence/Reform • The Diploma • Perceptions • Curriculum demands, retention and resources • Policy, uncertainty and funding issues • Functional skills • Barriers to success • Raising the participation age • Alternative qualifications - BTECs

  12. The student experience and their views on the reforms

  13. Student voice and participation There is no group whose view is more important in terms of 14-19 reform than the young people themselves, that is why it s critical that the student voice is heard, at both local and national level... To make sure the student voice can be heard more than before we are strengthening the requirement for consortia to demonstrate their interaction with young people... (DCSF, 2009, pg 12, paras 38-39 • CReSt – including student perspectives: • 45 focus groups (Y11, Y13, disengaged and Y10 and/or 12 where applicable) • questionnaires

  14. Methodological stance re: young people

  15. Curriculum and assessment: changes and pressures

  16. Views on 14-19 Reforms

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