The Teaching and Learning Research Programme (TLRP), managed by the Economic and Social Research Council (ESRC) in the UK, aims to shed light on learning and teaching throughout life, and to produce findings which will help improve educational outcomes for people of all ages. This Commentary on 14-19 education is based on evidence from TLRP projects working in post-compulsory settings. It presents a summary of the work carried out by TLRP in the field. Chapter one contains the introduction. Chapter two, 'Education and training for 14-19 year olds', looks at: the complexity of 14-19 education a
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The Teaching and Learning Research Programme (TLRP), managed by the Economic and Social Research Council (ESRC) in the UK, aims to shed light on learning and teaching throughout life, and to produce findings which will help improve educational outcomes for people of all ages. This Commentary on 14-19 education is based on evidence from TLRP projects working in post-compulsory settings. It presents a summary of the work carried out by TLRP in the field. Chapter one contains the introduction. Chapter two, 'Education and training for 14-19 year olds', looks at: the complexity of 14-19 education and training; transition, choices and decisions; knowledge, skills and the economy; identity and learning; assessment, learning and selection; learning environments and structure; and inclusion, equality and social justice. Chapter three, 'Teaching and learning in further education and their implications for 14-19 education and training' is in two parts. The first part contains: The future role of further education colleges / Kathryn Ecclestone. The second part, 'What TLRP projects have found about teaching and learning in further education, and what it means for 14-19 education and training', contains: Transforming learning cultures in further education in England / Phil Hodkinson and Helen Colley; Teaching and learning in further education in Scotland / Jim Gallacher; Teaching and learning in further education in Wales / Martin Jephcote; Literacies for learning in further education in England and Scotland / Roz Ivanie; Tacit skills, personal competences and learning success through tutor-supported self-evaluation / Karen Evans and Natasha Kersh. Chapter four, 'Learning in the workplace and its implications for 14-19 education and training', is in two parts. The first part is 'The future of work-related provision within 14-19 education and training'. The second part, 'What TLRP projects have learned about work-related learning, and its implications for 14-19 education and training', contains: Apprenticeship and vocational learning / Alison Fuller and Lorna Unwin; Techno-mathematical literacies and functional mathematics in 14-19 education / Celia Hoyles, Richard Noss, Phillip Kent and Arthur Bakker; Learning in the workplace after 19 / Michael Eraut. Chapter five, 'Learning in higher education and its implications for 14-19 education and training', contains: Lessons from higher education with implications for 14-19 education and training / Miriam David; Creative learning in higher education / Rosie Burt and Janet Mills. Chapter six contains: The Nuffield 14-19 review: independent research on an emerging phase of education / Ann Hodgson and Ken Spours. The final three chapters are: Conclusions and acknowledgements; References; Contacts.
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