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Learning in and learning from FE and skills policy in wales: a relational approach

James, David 2019. Learning in and learning from FE and skills policy in wales: a relational approach. Journal of Education and Work 32 (3) , pp. 251-265. 10.1080/13639080.2019.1624697
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Abstract

In the context of devolution, this paper argues that there is a distinctively Welsh flavour to FE and Skills policy, but that its nature and formation needs to be understood both intrinsically and relationally, especially in terms of its relationship to parallel policy developments in England. Consideration is given to structural aspects and significant changes in the ‘economic narrative’, and also to the reflection of certain values in policy and policy mechanisms. It is argued that policy learning of a sort visible in the realm of economic innovation is not yet apparent in the FE and Skills arena in Wales, where an avoidance of key features of English policy remains a touchstone. Finally, the paper sets out how a ‘relational’ approach is particularly helpful in appreciating these issues and in understanding the challenges in a major FE and Skills reform process in Wales.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
Publisher: Taylor & Francis
ISSN: 1363-9080
Funders: DfE, City & Guilds, Edge Foundation
Date of First Compliant Deposit: 3 June 2019
Date of Acceptance: 24 May 2019
Last Modified: 22 Mar 2020 00:40
URI: http://orca.cf.ac.uk/id/eprint/122965

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