Don’t know what you’ve got ‘til it's gone? Skills-led qualifications, secondary school attainment and policy choices

Harrison, Neil; James, David; Last, Kathryn

doi:10.1080/02671522.2014.1002526

Cited by 7 publications

(4 citation statements)

References 36 publications

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“…through adopting a range of assessment practices, encompassing forms of coaching and mentoring, two-way feedback and the incorporation of young people's cultural interests, deficit pedagogies are deeply embedded within the pedagogical strategies of the settings in the study. This finding supports previous research on 'nonacademic qualifications' or skills-based qualifications which has demonstrated that programmes designed to raise standards instead drove down attainment (Harrison et al 2015).…”

Section: Hierarchies Of Pedagogysupporting

confidence: 89%

“…Comparable to the Award Scheme Development and Accreditation Network (ASDAN), Arts Award contains many components that were viewed as beneficial to learners. These include portfolio-based work, modular structures and a range of assessment practices in order to accommodate different types of learners (Harrison et al 2015). Whilst alternative accreditations have more recently been removed from school curriculums, they have flourished within informal and alternative education settings.…”

Section: Arts Award's 'Inclusion' Agendamentioning

confidence: 99%

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Pedagogies for the ‘Dis‐engaged’: Diverse Experiences of the Young People’s Arts Award Programme

Howard¹

2020

Int J Art Design Ed

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Art education is often praised for its engaging programmes and inclusive pedagogies, with many initiatives created with the intention of widening access for those who are deemed to be lacking. This article investigates one such programmethe young people's Arts Award, which is a nationally recognised qualification for young people aged 11-25. I call upon a range of pedagogies in order to critique the Arts Award within the context of informal and alternative education settings in the United Kingdom. Drawing on a 12-month ethnographic study, the research was conducted across five diverse programmes which included youth work projects and alternative provision. I present two cases -'learning to be an artist' and 'learning to behave' which demonstrate a hierarchy of pedagogy in the application of this programme across these particular contexts. Artists' Signature Pedagogies are used as an analytical framework to explore the affordances of working with artists through the programme. Further, I engage with the Pedagogy of Poverty to demonstrate that young people who were classified as 'dis-engaged' were more likely to receive lower quality programmes, low-level work and over-regulated teaching. I argue that despite changes to the ways that young people access art education, there continues to be unequal opportunities. This finding is significant for not only creative practitioners and youth arts workers, but also arts education policy makers and programmers.

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Section: Hierarchies Of Pedagogysupporting

confidence: 89%

Section: Arts Award's 'Inclusion' Agendamentioning

confidence: 99%

Pedagogies for the ‘Dis‐engaged’: Diverse Experiences of the Young People’s Arts Award Programme

Howard¹

2020

Int J Art Design Ed

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“…However, it remains the case that those students unable to successfully engage a mainstream 'academic' curriculum, vocational and/or foundational qualifications offer alternative accreditation and recognition preferable to exiting school with nothing. Such qualifications may also promote important life skills and engagement (Harrison et al, 2015). There is also a troubling gap emerging between those students entered for the EBacc v in England and those achieving itand the gap for young people from disadvantaged backgrounds is particularly large (Hutchings et al 2016).…”

Section: Examplementioning

confidence: 99%

Towards social justice in education: contradictions and dilemmas

Francis¹,

Mills

Lupton

2017

Journal of Education Policy

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The article builds on prior arguments that research on issues of social justice in education has often lacked constructive engagement with education policymaking, and that this can be partly attributed to a lack of clarity about what a socially just education system might look like. Extending this analysis, this article argues that this lack of clarity is perpetuated by a series of contradictions and dilemmas underpinning 'progressive' debate in education, which have not been adequately confronted. At the heart are dilemmas about what constitutes a socially just negotiation of the binarised hierarchy of knowledge that characterises education in the UK, Australia and elsewhere. Three exemplar cases presented from contemporary education curriculum policy in England and Australia are used to illustrate these dilemmas. We then extend this argument to a series of other philosophical dilemmas which haunt education and create tensions or contradictions for those concerned with social justice. It is maintained that we need to confront these dilemmas in efforts to extend conceptual clarity in what it is we are seeking to achieve; which in term can better equip us to provide the empirical and conceptual information necessary to effectively engage policymaking to remediate inequalities in education.

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“…One difficulty in establishing the impact of other aspects of education though is that data in these areas are limited and highly contentious. Furthermore, in the present political climate in England, many of those advocating the importance of these wider aspects of education find themselves justifying them in terms of their impact on attainment (see, for example, Harrison et al, 2015). Although this might seem to be ceding too much in the argument over the purposes of education, there is a great deal of evidence that life chances in English society are closely linked to school attainment in a myriad of ways and that personal fulfilment and social justice could both be enhanced by narrowing or closing longstanding academic achievement and participation gaps (Schuller et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

‘Closing the Achievement Gap’ in English Cities and Towns in the Twenty-First Century

Whitty

Anders

2017

Second International Handbook of Urban Education

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A key focus in English work on 'narrowing the gap' in recent years has been persistent 'social class' differences in educational achievement. The policy response to these issues has frequently been targeted at schools (or groups of schools) in urban areas, given the generally higher levels of disadvantage in these locations. It is important to address the academic attainment gap in schools in that student performance during the compulsory phase of education has significant implications for access to higher education and the labour market. In this chapter we explore a number of these policies, the particular challenges about urban education they sought to address, and their successes and failures. There is a particular focus on the much-lauded 'London Challenge', held up as a flagship policy for driving improvements in urban areas. While there is some evidence of change as a result of this multi-faceted approach to education reform, it seems that at least some of the improvements being driven by other changes going on in London at the time, such as significant demographic shifts. We conclude that while there have been some notable policy successes, a stubborn achievement gap remains, particularly at the higher end of the attainment distribution and question the extent to which schools alone, rather than society more broadly, can be expected to close these gaps.

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Don’t know what you’ve got ‘til it's gone? Skills-led qualifications, secondary school attainment and policy choices

Cited by 7 publications

References 36 publications

Pedagogies for the ‘Dis‐engaged’: Diverse Experiences of the Young People’s Arts Award Programme

Pedagogies for the ‘Dis‐engaged’: Diverse Experiences of the Young People’s Arts Award Programme

Towards social justice in education: contradictions and dilemmas

‘Closing the Achievement Gap’ in English Cities and Towns in the Twenty-First Century

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