Working together? Partnership approaches to 14–19 education in England

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. It concludes that partnership is highly locally contingent. National policy on partnership working, which is itself not consistent, is strongly mediated by local contextual factors, institutional values and interests, personal missions and careers, pragmatic opportunism, ad‐hocery and happenstance. The interplay of these factors is highly dynamic and changes over time.

Dimensions of effectiveness and efficiency: a case study on industry–school partnerships

“…In summary, it appears that the intention underpinning the Gateway school initiative is wise, but the design and implementation process could benefit from adopting a consultative process and drawing on existing PPP literature to better understand why some PPPs are successful, whereas others have mixed results. As Higham and Yeomans (2010) acknowledge, partnerships are complex and fluid. It therefore requires some mechanism to manage and monitor the outcomes.…”

“…This relationship is intended to deliver public services in a cost-effective manner; to reduce uncertainty; and to share practices that are timely and responsive to the needs of clients (Bovaird 2004;Brinkerhoff and Brinkerhoff 2004;Hodge 2004;Davies and Hentschke 2006). As noted above, the complexity of the nature of these partnerships and the multitude of definitions and theoretical frameworks that have been utilised in the literature to describe, analyse and classify PPPs create a challenge to navigate through this 'conceptual swamp' (Higham and Yeomans 2010;Dewulf, Blanken, and Bult-Spiering 2012;Robertson et al 2012).…”

“…In taking this focused approach, we acknowledge that this paper is not as critically disposed to the literature, particularly regarding the political and social role and implications of partnerships. Flynn, Pillay, and Watters (2014) address the social and cultural context for PPPs in a separate paper that draws on boundary crossing theory to understand partnerships (see also Higham and Yeomans 2010). We briefly operationalise the effectiveness and efficiency principles below.…”

Thirty years of 14–19 education and training in England: reflections on policy, curriculum and organisation

“…This structural divide was not addressed in either of the periods in which a 14-19 phase was promoted and there is no indication that the Coalition intends to do so. Third, with the exception of a few local areas, there are no 14-19 institutions although there were attempts to build 14-19 partnerships (see below) and some colleges established distinct 14-19 sections (Higham and Yeomans 2010). Interestingly, the Coalition Government is developing a programme of University Technical Colleges (UTCs) for 14-to 19-year-olds, championed by Lord Baker, reprising in many ways his promotion of City Technology Colleges over 20 years ago.…”

Raising the participation age in historical perspective: policy learning from the past?

“…As the participation age rises to 18, the assumption of a variegated offering for young people in a range of different settings may be called into question. Some important and positive partnerships have been developed between schools, FE and training providers but it is clear that most work will take place in schools (Hodgson & Spours, 2008;Pring et al, 2009;Higham & Yeomans, 2010). The initial vision of a diversified offer attuned to the needs of all young people will have to be channelled into what is available in any given area.…”