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Education Crisis



Post-Compulsory and Higher Education Network

Progression and transitions – more than university and A-levels

Thursday 8th November, 2012

SRHE, 73 Collier Street, London, N1 9BE



This seminar focuses on diversity and difference in young people’s transitions at the end of secondary education in England. While recent media interest has focused on ‘AAB’ and transition to high tariff universities, for many students transitions involve a diversity of routes other than A-levels, and do not necessarily mean moving on to HE. Drawing on their extensive research, Professor Ann Hodgson and Professor Alison Fuller offer their analyses of the challenges and complexities of youth transitions at a time of policy turbulence and change in education.


14+ participation, progression and transition to higher study and employment: an ecological framework

Ann Hodgson, Professor of Education and Co-Director of the Centre for 14+ Research and Innovation, Institute of Education, University of London

This presentation will propose a possible new way of looking at the issue of school-to-work and school–to-higher education transitions through a three-dimensional ecological model, focusing in particular on ‘local learning ecologies’.  I will suggest that this model can be used as a means of understanding the interaction of a range of multi-level factors that play out at the local level to either constrain or support the participation, progression and transition of young people within upper secondary education and into higher study and employment in England.


Hybrid qualifications, institutional expectations and youth transitions: a case of swimming with or against the tide

Alison Fuller, Professor of Education and Work and Director of Research Centre

Southampton Education School, University of Southampton

This presentation uses the concept of hybrid qualifications to expose the way in which the English system, with its longstanding academic and vocational divide, fails to support the transitions of young people with ‘average’ educational attainment. The concept of hybrid qualifications was developed during EU funded research undertaken in 2010 – 11 with project partners from Germany, Austria and Denmark. It was conceived to mean those qualifications generally achieved by young people aged 16-18 which would facilitate entry to the labour market or access to university.  In the English system we defined Level 3 qualifications such as the BTEC National suite of Diplomas, Applied A-Levels, the Advanced Diploma and the qualifications contained within the Advanced Apprenticeship as contenders for hybridity.  Compared with the clear pathways for entry to bachelor degrees that are articulated for those who have attained traditional academic qualifications (namely A-levels), the routes for those leaving school with vocational qualifications are poorly and narrowly-defined and fragile.  Using the rich, narrative data gathered from interviews and focus groups with students, tutors and key stakeholders, we illustrate how for this group transition often involves ‘swimming against rather than with the tide’.


Ann Hodgson has worked as a teacher, lecturer, LEA adviser, editor and civil servant, joining the Institute of Education, University of London in 1993, where she is now a Professor of Education, Assistant Director (London) and Co-director of the Centre for Post-14 Research and Innovation. Current projects include Global Learning for Global Colleges, funded by the Department for International Development; Developing a National Qualifications Framework for Qatar; Improving professional learning for the Institute for Learning; acting as the academic partner for London Councils on 14-19 education and training; developing 14+ Progression and Transition Boards with a number of local authorities; and surveying teacher and lecturer views of 14-19 policy in partnership with NUT and UCU.  Ann has published widely in a variety of forms on topics related to post-14 education policy, vocational education and training, lifelong learning and curriculum and qualifications reform.  Recent books include: Post-compulsory education and lifelong learning across the United Kingdom: policy, organisation and governance (IOE Publications 2011), co-edited with Ken Spours, and Martyn Waring; Education for All: the future of education and training for 14-19 Year Olds (Routledge 2009), co-authored with other Nuffield Review directors and researchers; Education and Training 14-19: curriculum, qualifications and organisation (Sage 2008), co-authored with Ken Spours; and Improving Learning, Skills and Inclusion: the impact of policy on post-compulsory education (Routledge 2008), co-authored with Frank Coffield, Sheila Edward, Ian Finlay, Ken Spours and Richard Steer.

Alison Fuller is Professor of Education and Work, and Director of Research Centre in Southampton Education School, University of Southampton ( Alison has directed many research projects in the areas of education – work transitions, apprenticeship, vocational education and training, workplace learning, and widening participation including for the ESRC, EU and EHRC and has published widely. She has recently completed a project for the Gatsby Charitable Foundation on technician level roles in the healthcare sector. Her most recent book (edited with Professor Rachel Brooks and Dr Johanna Waters) Changing Spaces of Education: new perspectives on the nature of learning has recently been published by Routledge (2012).


Event booking details

To reserve a place at this seminar please register at telephone +44 (0) 207 427 2350.   SRHE events are open to all and free to SRHE members as part of their membership package. The delegate fee for non-members is  £45 from 1 August. Non-members wishing to join the Society may do so at the time of registration and the delegate fee will be waived. Please note that places must be booked in advance and that a £45 fee for non-attendance will be charged if a place has been reserved but no notice of cancellation/non-attendance has been given in advance.


Yours sincerely

Francois Smit, SRHE Event Manager, Society for Research into Higher Education, 73 Collier Street, London N1 9BE, Telephone 0207 427 2350, Fax number 0207 278 1135,




‘Human Herbs’ – a new remix and new video by Cold Hands & Quarter Moon:


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Glenn Rikowski’s paper, Critical Pedagogy and the Constitution of Capitalist Society has been published at Heathwood Press as a Monthly Guest Article for September 2012, online at:


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Paula Allman


Marxism and Education: Renewing Dialogues XVI

A Day Seminar, 10.30 – 4.30

Saturday February 4th, 2012

University of London, Institute of Education

20 Bedford Way, London WC1

The Drama Studio



Sara Carpenter (University of Toronto)

Helen Colley (Manchester Metropolitan University)

Margaret Ledwith (University of Cumbria)

Peter Mayo (University of Malta)

Michael Neary (University of Lincoln)

Glenn Rikowski (University of Northampton)


This is an open seminar and tickets are free.

To reserve a place email:    

Convenors: Tony Green, Alpesh Maisuria & Glenn Rikowski


Times Higher Education (Obituary): Paula Allman (1944-2011) –   


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‘Cheerful Sin’ – a new song by Victor Rikowski:


Info Tech


10 November 2011, London, UK

Conference Focus:

The year 2011 has been designated by the UK Government as the National Year of Communication, putting the importance of speech, language and communication firmly on the public radar. The College of Teachers is supporting this by holding an International Communication Conference at the Institute of Education.

The conference features

Presentations from 8 speakers
A choice of afternoon of workshops
Panel discussion and audience Q&A
Opportunity to network with other delegates and speakers

Speakers include

Jean Gross

The Communication Champion
Jonathon Douglas

Director of the National Literacy Trust
Dr Elizabeth Vallance

Virginia Beardshaw
CEO of ‘I Can’

To be held on 10 November 2011 in the Jeffery Hall at the prestigious Institute of Education, London, UK

Workshop A

Julie Westrop / Bev Bird: Engaging with families to develop communication and literacy – The Cafe Programme in Norfolk


Professor Peter Chatterton: Effective learning, working and communicating in a digital age

Workshop B

Professor Rosemary Sage: Identifying narrative levels for learning success


Daryle Abrahams: Using analytical psychology as the basis for differentiation in the classroom to understand preferred learning styles

Workshop C

Professor Bozydar L.J. Kaczmarek: Narrative is key to learning? Research evidence from all ages and

Our International Communication conference is aimed at:
People working with children
Young people
Providers of services

Non- Members: 95.00
Current Member of The College of Teachers: 75.00
Early bird rate

We have an early bird discount of 20 per ticket available until Monday 24 October 2011.

Please use discount code COMMSCONF2011 at the checkout

Register Now!

To register your place at our Communication conference visit:


‘I believe in the afterlife.

It starts tomorrow,

When I go to work’

Cold Hands & Quarter Moon, ‘Human Herbs’ at: (recording) and (live)

‘Maximum levels of boredom

Disguised as maximum fun’

Cold Hands & Quarter Moon, ‘Stagnant’ at: (recording) and (live, at the Belle View pub, Bangor, north Wales)  

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Radical Education


Radical education and the common school: a democratic alternative

Friday 18th March 2011

Institute of Education, London

£135 standard rate
A one day conference which aims to recognise the importance of democracy as a value and practice in education, learning from successful examples of democratic education and considering the type of school and the role for local government needed for a democratic education.

Speakers include:

Melissa Benn – writer and journalist

Tim Brighouse – formerly London Schools Commissioner

Mike Davies – founder member of Human Scale Educaiton

Michael Fielding – Institute of Education

Richard Pring – University of Oxford

Peter Wilby – former Editor of the New Statesman

Find out more and register at:

Booking details now at:

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A London Region Post-14 Network Conference

Recession: Its impact on education, training and learners

14th December 2009

Institute of Education, University of London

The Post-14 Network is pleased to announce its latest conference “Recession: Its impact on education, training and learners” taking place at the Institute of Education, University of London.

During this period of extreme financial turmoil it is important that we consider the impact on learners and learning of the structural changes which are an inevitable consequence of the recession. Our panel of expert researchers will lead the conference through the complex interactions of the economy and education.

This important, strategic conference will assess the impact of the recession, the most significant for years, on learners and learning. What, if anything, have we learnt from the last recession? Where will the inevitable cuts impact, and with what consequences? Is there a global aspect to the recession, and how will regions and institutions respond?  How will learners themselves respond to the recession. The conference will explore appropriate responses, and consider curriculum approaches, and institutional structures that are best placed to deal with the consequences of economic and structural change. The conference will conclude with a consideration of the impact on London as a global city.

For more information please visit


Megan Farquharson-Roberts, PA to John Vorhaus and Project Administrator, NRDC – National Research and Development Centre for Adult Literacy and Numeracy, Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL, Telephone: 0207 612 6476

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Lifelong Learning

Lifelong Learning



The Centre for Post-14 Research and Innovation
Current issues in Lifelong Learning Seminar Series:

The Qualifications and Credit Framework (QCF): Where is it heading?

29 September 2009, 5.30-7.00 pm, Drama Studio, Floor One, Institute of Education, 20 Bedford Way WCIH 0AL

The Qualifications and Credit Framework has been seen as key means of achieving a comprehensive and flexible qualifications system for young people and adults.  But it has been a long time in coming and its future still looks uncertain. Tony Tait will lead the seminar looking the origins of the QCF, its key design features and how it is likely to develop in what promises to be a turbulent political climate.  The seminar will also consider areas for further research and investigation.
Tony was involved in the pioneering work on qualifications and credit in the 1990s, which forms the basis for the QCF. Since then, he has worked in this area for number of key national agencies including QCA, LSC, LSDA, SSCs awarding bodies and providers.  He now works as an education advisor/consultant and holds a position as a Visiting Research Associate in the Centre.

This is one of a series of invitation seminars on current issues in lifelong learning to be led by Associates and Fellows of the Institute of Education attached to the Centre for Post-14 Research and Innovation.

To reserve a place at the seminar (numbers may have to be restricted) please contact, 02076126671

Paul Grainger

Director (operations) Centre for Post-14 Research and Innovation, Institute of Education

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