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Mathematics education policy enactment in England’s Further Education Colleges

Dalby, Diane; Noyes, Andrew

Authors

Diane Dalby diane.dalby@nottingham.ac.uk

Andrew Noyes andrew.noyes@nottingham.ac.uk



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.

Journal Article Type Article
Publication Date Apr 26, 2018
Journal Journal of Vocational Education and Training
Print ISSN 1363-6820
Electronic ISSN 1747-5090
Publisher Taylor & Francis
Peer Reviewed Peer Reviewed
Volume 70
Issue 4
Pages 564-580
APA6 Citation Dalby, D., & Noyes, A. (2018). Mathematics education policy enactment in England’s Further Education Colleges. Journal of Vocational Education and Training, 70(4), 564-580. doi:10.1080/13636820.2018.1462245
DOI https://doi.org/10.1080/13636820.2018.1462245
Keywords policy enactment; mathematics; further education
Publisher URL https://www.tandfonline.com/doi/full/10.1080/13636820.2018.1462245
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf
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....0/13636820.2018.1462245

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf






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