C. Archive

New Visions Group’s response to David Blunkett’s report

As part of the UK Labour Party’s policy review, former Secretary of State for Education, David Blunkett was asked to report on education structures and functions in the UK education system and “the raising of standards for all”. David Blunkett’s report was published in April 2014. It is available for download here on Labour’s “Your […]

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NATIONAL BACCALAUREATE PROPOSALS
SKILLS COMMISSION TASK FORCE

A REPORT FROM THE NEW VISIONS FOR EDUCATION GROUP (NVG) NVG representatives- Dave Brockington; Kenny Frederick; Clarissa Williams PREAMBLE The New Visions Group (NVG)14-19 Curriculum sub group presented a paper in December 2013 which made reference to the ModBac curriculum as featured in the Ken Spours’ ‘Comparing Bacs’ taxonomy1 and as adopted and developed by […]

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How to build failure into the national assessment of pupils: the feared consequences of Mr.Gove’s assessment reforms for education

Introduction. This document has been prepared by the ‘Curriculum and Assessment’ sub-group of the New Visions for Education Group. Although brief, it is informed by evidence and aims to provoke thought and challenge assumptions within both the policy community and the education profession. It was adopted by thew Group at a full meeting on 4th […]

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Report and Recommendations from the New Visions for Education 14-19 Sub Group

The New Visions for Education Group adopted this paper at its meeting on 4 December 2013 and agreed to invite its sub-group to undertake further scoping work Introduction The sub-group considered Richard Pring’s paper on proposed 14-18 education reform and qualifications, “14-18 – Ask what counts“ and Ken Spours’ paper produced as a contribution to […]

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One nation should not have two systems –

– an inclusive, comprehensive and unified approach to 14-19 education and training In a paper prepared for the New Visions Group and Compass, Ken Spours calls for a 14-19 education system that is sufficiently unified to promote improved performance and social and education cohesion, but also sufficiently diverse to include all learners and their different […]

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Improved National Decision Making about Policy and Practice for Schools

In a major initiative on behalf of the New Visions for Education Group, Professor Sir Tim Brighouse puts the case for five critical tests to be satisfied in any proposed education reform. Summary of the argument This paper argues that: It is time to take stock and to adopt changes which would improve the way […]

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14-18 – Ask what counts

Richard Pring, March 2013 Introduction: political context We are witnessing the most radical changes in the system of education and training since the establishment, in 1944, of secondary education for all within a maintained system of education. These changes affect deeply the provision of 14-18 education and training. Two aspects require clarification. First, the ‘maintained […]

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Government induced crisis in Initial Teacher Education

A statement from the Chair of the New Visions for Education Group, Professor Sir Tim Brighouse The provision of teacher education is undergoing an unpublicised crisis in recent months. This statement looks at two issues to do with the initial training of teachers in England. The first is the Government’s ambivalence towards the initial training […]

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Different but Equal

Denise Hevey is Professor in Early Years at the University of Northampton. This is her statement, to which she seeks signatories, in response to the EY Teacher proposal in the Government’s policy document “More Great Childcare”. Professor Hevey focuses on the impression the proposal creates that the new Early Years Teachers without QTS are still […]

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Shaking the Foundations of Quality ? Why ‘childcare’ policy must not lead to poor-quality early education and care

Professor Cathy Nutbrown is Head of The School of Education at the University of Sheffield. In October 2011 she was asked by the then Children’s Minister Sarah Teather to conduct an independent review on early education and childcare qualifications. Professor Nutbrown delivered her report, under the title Foundations for Quality in June 2012. Click here […]

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TAKING TEACHER DEVELOPMENT SERIOUSLY: A PROPOSAL TO ESTABLISH A NATIONAL TEACHING INSTITUTE FOR TEACHER PROFESSIONAL DEVELOPMENT IN ENGLAND

TIM BRIGHOUSE and BOB MOON Comparisons between professions are fraught with danger. And comparisons between teachers and other professions are especially problematic. Should teachers be compared with doctors or nurses, with barristers or solicitors, architects or engineers? Teaching has always had a rather ambiguous position in the social order. Uncertainty about status extends to the […]

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Back to the future on secondary examinations?

Bethan Marshall and Margaret Brown On September 17th 2012, Michael Gove announced further details of the proposed changes to the examination system at age 16. These modified significantly his earlier (June 21st) statement requiring a return to an O-level type of examination, apparently in order to obtain the agreement of his Liberal Democrat coalition partners. […]

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BRIEFING NOTE ON ISSUES IN HIGHER EDUCATION OCTOBER 2012

Roger Brown, Carole Leathwood and Helen Carasso INTRODUCTION This paper provides a series of briefing notes on a number of current higher education policy issues. It is widely recognised that the higher education sector has a vital role to play in the economic, social and cultural life of the country, but it is one that […]

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NEITHER NATIONAL NOR A CURRICULUM?

Robin Alexander, University of Cambridge, responds to the Secretary of State’s National Curriculum proposals for England. This paper was submitted to the Department for Education by NVG member Robin Alexander via the Cambridge Primary Review, which he directs. It responds to the ‘pre-consultation’ proposals for the national curriculum at Key Stages 1 and 2 which […]

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Stephen Twigg MP on the Group’s statement on Education Governance

Stephen Twigg MP, Labour’s Shadow Education Secretary, commenting on the report by The New Visions for Education Group, said: “This report shows that the Government’s education structure is not fit for purpose. Michael Gove has overseen a huge programme of centralisation, with the majority of secondary schools now accountable to politicians and bureaucrats in Whitehall. […]

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COHERENT STRUCTURES AND GOVERNANCE FOR EDUCATION: economy, accountability and improving educational performance.

This statement has been endorsed by the Group and was published to the Press and Media on 27 July 2012. Click here for the Press Release This is the first public contribution made by the Group to the debate on how the public education service in England should be organised and governed. There is already […]

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Towards a new curriculum framework

John Elliott, NVG Aims, Curriculum and Assessment sub-group. This paper by John Elliot is intended to be read alongside Eric Bolton’s paper A 21st Century National Curriculum Framework. Click here for Eric Bolton’s paper. Introduction International comparisons of educational attainment, notably TIMMS and PISA, have shown that Asian countries – Hong Kong, Korea, Japan, Singapore, […]

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A 21st Century National Curriculum Framework

Eric Bolton This paper by Eric Bolton is intended to be read alongside John Elliott’s paper Towards a new curriculum framework. Click here for John Elliott’s paper. In the years that led up to the 1988 Education Act and the creation of a National Curriculum for 5 to 16 year old pupils in England and […]

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Powerful knowledge: too weak a prop for the traditional curriculum?

John White here concludes his debate with Michael Young on The Framework for the National Curriculum (report by the Expert Panel for the National Curriculum Review). For previous papers in this debate click see the first paper by Margaret Brown and John White, An Unstable Framework, and Michael Young‘s response ‘An Entitlement to Powerful Knowledge‘… … and for a […]

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ENTITLEMENT, FREEDOM, MINIMALISM AND ESSENTIAL KNOWLEDGE: CAN THE CURRICULUM CIRCLE BE SQUARED?

Robin Alexander, University of Cambridge, Director of The Cambridge Primary Review reproduces here his paper presented at the CPPS (Centre for Public Policy Seminars) seminar in April 2012. Last year, when I was asked to provide a title for this session, there was much talk of professional freedom, curriculum minimalism, and the need to ditch […]

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