Mathematics education policy enactment in England’s Further Education Colleges
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...
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| Format: | Article |
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Taylor and Francis Online
2018
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| Online Access: | https://eprints.nottingham.ac.uk/51045/ |
| _version_ | 1848798400201359360 |
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| author | Dalby, Diane Noyes, Andrew |
| author_facet | Dalby, Diane Noyes, Andrew |
| author_sort | Dalby, Diane |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T20:19:10Z |
| format | Article |
| id | nottingham-51045 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T20:19:10Z |
| publishDate | 2018 |
| publisher | Taylor and Francis Online |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-510452020-05-04T19:33:36Z https://eprints.nottingham.ac.uk/51045/ Mathematics education policy enactment in England’s Further Education Colleges Dalby, Diane Noyes, Andrew 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. Taylor and Francis Online 2018-04-26 Article PeerReviewed 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 policy enactment; mathematics; further education https://www.tandfonline.com/doi/full/10.1080/13636820.2018.1462245 doi:10.1080/13636820.2018.1462245 doi:10.1080/13636820.2018.1462245 |
| spellingShingle | policy enactment; mathematics; further education Dalby, Diane Noyes, Andrew Mathematics education policy enactment in England’s Further Education Colleges |
| title | Mathematics education policy enactment in England’s Further Education Colleges |
| title_full | Mathematics education policy enactment in England’s Further Education Colleges |
| title_fullStr | Mathematics education policy enactment in England’s Further Education Colleges |
| title_full_unstemmed | Mathematics education policy enactment in England’s Further Education Colleges |
| title_short | Mathematics education policy enactment in England’s Further Education Colleges |
| title_sort | mathematics education policy enactment in england’s further education colleges |
| topic | policy enactment; mathematics; further education |
| url | https://eprints.nottingham.ac.uk/51045/ https://eprints.nottingham.ac.uk/51045/ https://eprints.nottingham.ac.uk/51045/ |