The distinction between external assessment and internal assessment underpins a major reform to vocational qualifications underway in England. To be approved by the Department for Education, vocational qualifications must now include a minimum proportion of external assessment, regardless of subject. This paper discusses the nature and…

The Conservative-Liberal Democrat Coalition Government's reforms to secondary school Performance Tables have changed how schools make decisions about the subjects and qualifications entered by their pupils. The National Pupil Database is used to explore these changes between 2005 and 2014. We find that schools are responding to accountability…

Despite the fact that students are often articulate about qualifications policy matters, their perspectives are rarely listened to. This is because governments shape qualifications policy according to pre-set beliefs and are unwilling to countenance dissonant or outsider views. Using the Diploma qualification and inclusion of vocational…

Certain policy areas with considerable impact on young people's educational experiences and achievements, notably assessment and qualifications, do not involve consultation with young people to any meaningful extent. Findings from a national study, which included focus groups with 243 students in the 14-19 phase, are presented with respect to…

This paper examines the Coalition Government's plans for vocational education and training for 14- to 19-year-olds in England. It argues that new types of educational institutions will enable the emergence of new forms of segmentation in which the vocational track is likely to become split into 'technical education' and lower level 'practical…

Here we draw on recent research and on earlier contributions on convergence and divergence across Great Britain to consider possible future trajectories for 14-19 education and training in England. We use a UK-wide lens to reflect on 14-19 strategies in England by showing how common issues can be tackled in different ways in Scotland, Wales and…

This article traces and analyses some of the key features of 14-19 education and training in England over the 30 years since such a phase was first mooted. It does this through an introductory narrative outlining the key policies and initiatives and the development of six themes drawing on analysis of a body of research and policy. The themes are:…

Public policies on training are firmly rooted in the historical, political, economic and social context of their countries. This paper explores the acceptability of such policies to stakeholder groups including learners and employers, and its impact on policy take-up, viability and longevity. The paper uses a comparative analysis of developments…