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Dalby, Diane and Noyes, Andrew (2018) Mathematics education policy enactment in England’s Further Education Colleges. Journal of Vocational Education and Training, 70 (4). pp. 564-580. ISSN 1747-5090

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Abstract

England’s Further Education (FE) sector is in permanent flux with policy interpretations and translations taking place at multiple levels within increasingly large and complex multi-site organizations. Devolved responsibility gives managers considerable influence in policy enactment processes which can lead to within-college tensions between vocational and mathematics teachers. This paper examines two within-college policies affecting students’ mathematics learning opportunities: 1) subject choice, and 2) examination entry levels. These policies have produced inequitable opportunities for students on different vocational study programmes. Given the strategic importance of improving mathematics education, this paper explains how multiple actors and structures interact in the enactment of policy in complex FE college settings. Such understandings are needed to inform better policy design and implementation that in turn can improve mathematics education in Further Education colleges in England.

Item Type:	Article
RIS ID:	https://nottingham-repository.worktribe.com/output/928645
Additional Information:	This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Vocational Education & Training on 26/04/2018, available online: http://www.tandfonline.com/10.1080/13636820.2018.1462245
Keywords:	policy enactment; mathematics; further education
Schools/Departments:	University of Nottingham, UK > Faculty of Social Sciences > School of Education
Identification Number:	https://doi.org/10.1080/13636820.2018.1462245
Depositing User:	Dalby, Diane
Date Deposited:	10 Apr 2018 08:59
Last Modified:	04 May 2020 19:33
URI:	https://eprints.nottingham.ac.uk/id/eprint/51045

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