ERIC Number: EJ1196063
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Mathematics Education Policy Enactment in England's Further Education Colleges
Dalby, D.; Noyes, A.
Journal of Vocational Education and Training, v70 n4 p564-580 2018
England's Further Education (FE) sector is in permanent flux with policy interpretations and translations taking place at multiple levels within increasingly large and complex multi-site organisations. Devolved responsibility gives managers considerable influence in policy enactment processes which can lead to within-college tensions between vocational and mathematics teachers. This paper examines two within-college policies affecting students' mathematics learning opportunities: (1) subject choice, and (2) examination entry levels. These policies have produced inequitable opportunities for students on different vocational study programmes. Given the strategic importance of improving mathematics education, this paper explains how multiple actors and structures interact in the enactment of policy in complex FE college settings. Such understandings are needed to inform better policy design and implementation that in turn can improve mathematics education in Further Education colleges in England.
Descriptors: Educational Policy, Continuing Education, Vocational Education Teachers, Mathematics Teachers, Foreign Countries, Equal Education, Educational Opportunities, Mathematics Education, Policy Analysis, Peer Relationship, Educational Change, Educational History, Educational Experience, Educational Improvement, Case Studies, Cosmetology, Construction Industry, Public Service, Teacher Attitudes, Course Selection (Students), School Policy
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)