In recent years 14-19 education has been the subject of numerous reviews, innovations and policy changes. What can be learnt from this experience and do current policies incorporate this learning? In this book, leading experts on 14-19 education and training explore the concept of policy-learning and examine recent policies and policy-making in England and Scotland. They focus on three main types of policy-learning: learning from the experience of earlier policies, learning from local innovations and learning from comparisons with other countries, including 'home international' comparisons within the UK. They suggest that in order to meet current challenges in 14-19 education, it is not only the policies that need to change, but also the way in which policies are made. The book concludes by arguing that only a participative approach to policy-making, bringing together policy-makers, practitioners and researchers, can form the basis of a comprehensive strategy for improved policy learning. This book will be of interest to all those involved in, or affected by, policy-making in the increasingly high-profile and politically charged field of 14-19 education.
