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Oxford Review of Education Volume 31, 2005 - Issue 4
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Original Articles

Higher education, Curriculum 2000 and the future reform of 14–19 qualifications in England

Ann Hodgson Institute of Education, University of London, UKCorrespondence[email protected]
,
Ken Spours Institute of Education, University of London, UK
&
Martyn Waring Institute of Education, University of London, UK
Pages 479-495 | Published online: 23 Jan 2007

Citations (6)

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Read on this site (2)

Ann Hodgson & Ken Spours. (2010) Vocational qualifications and progression to higher education: the case of the 14–19 Diplomas in the English system. Journal of Education and Work 23:2, pages 95-110.
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Ann Hodgson & Ken Spours. (2007) Specialised diplomas: transforming the 14–19 landscape in England?. Journal of Education Policy 22:6, pages 657-673.
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Articles from other publishers (4)

Rachel Mathieson, Matt Homer, Innocent Tasara & Indira Banner. (2020) ‘Core Maths chooses you; you don't choose Core Maths’. The positioning of a new mathematics course within the post‐16 curriculum in England. The Curriculum Journal 31:4, pages 704-721.
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Nick Adnett, Colin McCaig, Kim Slack & Tamsin Bowers-Brown. (2011) Achieving ‘Transparency, Consistency and Fairness’ in English Higher Education Admissions: Progress since Schwartz?. Higher Education Quarterly 65:1, pages 12-33.
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Ann Hodgson & Ken Spours. 2009. Second International Handbook of Educational Change. Second International Handbook of Educational Change 953 968 .
Stephanie Wilde & Susannah Wright. (2007) On the same wavelength but tuned to different frequencies? Perceptions of academic and admissions staff in England and Wales on the articulation between 14–19 education and training and higher education. London Review of Education.
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