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AT LAST, A BOOK ABOUT THIS MOST VEXED PART OF THE CURRICULUM WHICH IS OBJECTIVE, HONEST AND RESEARCH-BASED These twwell-established authors have done what even supposedly neutral writers of official reports have been unable tdand this is because they emerge as having only one axe tgrind, namely what is best for the students and the country Showing only toclearly the confusions and competitions which have bedevilled provision for this age group, THE AUTHORS VIEWS ARE CONVINCING AND CREDIBLE PARTLY BECAUSE-UNUSUALLY- THEY COME FROM NEITHER A PRO-SCHOOL OR A PRO-COLLEGE LOBBY( Read , for example, the chapter on leadership tsee how leaders in the twsectors-but providing for the same young people ! - can be seen being encouraged tmove in different directions) They rightly argue that this not the point Although, like others, they argue that partnerships are the way ahead, they show that these sfar have a poor record Their arguments, all firmly based on clear analysis of the politics and resourcing of 14-19 education, and constantly referenced by the experiences of young people of fourteen tnineteen years, are set in a totally realistic perspective and, as they conclude, the price of future failure in this provision will be calamitousLEADERS IN BOTH THE SCHOOLS AND THE POST-16 SECTORS SHOULD READ THIS BOOK AND REFLECT ON THE WHOLE PICTURE IT OFFERS OF WHAT MIGHT BE POSSIBLE FOR OUR YOUNG PEOPLE Policy makers should dthe same but whether they have the will and courage tact accordingly is a matter for future debate - David MiddlewoodThe reform of the 14-19 stage of education and training in England is likely tbe on the policy agenda for the next twdecades, but until now our understanding of 14-19 education, like the stage itself, has been incoherent and fragmented Lumby and Foskett provide a comprehensive, authoritative and readable account of the recent history and current state of 14-19 education They challenge some of the myths and misconceptions that have grown up around it I recommend this book tall people with an interest in 14-19 education in England and in the current attempts treform it - Professor David Raffe, Centre for Educational Sociology, University of EdinburghSchools and colleges are being asked tdeal with fundamental changes in 14-19 education Designed tsupport policy makers, practitioners and students of education in improving their understanding of this phase of education, the authors present a discussion of the evolution of policy and practice across schools and colleges, and their possible future development A range of educational institutions are discussed with specific reference tchanges in government policy, the curriculum, support services, and the advent of Learning and Skills Councils
