Ade-Ojo, Gordon O. ORCID: 0000-0002-1098-0765 (2009) Practitioners’ perception of the impact of the vision of policy-makers on practice: The example of the recommendations of the Moser Commission. Research Papers in Education, 26 (1). pp. 53-77. ISSN 0267-1522 (Print), 1470-1146 (Online) (doi:https://doi.org/10.1080/02671520903257997)

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Abstract

This paper presents the perception of practitioners of the impact of the Moser Committee recommendations and the Skills for Life agenda it generated. The paper further explores areas of convergence and divergence between practitioners’ perceptions and the underpinning values of the Moser Committee recommendations. The study utilised a range of research tools including an online questionnaire, documentary analysis and elements of discourse analysis in the collection and analysis of data. It found that there is substantial divergence between the perception of practitioners and the values underpinning policy. It concludes by suggesting that a varying perception of what constitutes sustainable education and the lack of input from practitioners into policy might be responsible for this significant divergence of opinion and also raised a question on the perceived role of practitioners in the policy‐making process.

Item Type:	Article
Additional Information:	[1] Published online: 11 Nov 2009. [2] Published in print: March 2011. [3] Published as: Research Papers in Education, (2011), Vol. 26, (1), 53–77.
Uncontrolled Keywords:	policy, Moser committee, practitioners, skills for life, values, literacy paradigms, economic model
Subjects:	L Education > LB Theory and practice of education > LB2361 Curriculum L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Pre-2014 Departments:	School of Education School of Education > Department of Lifelong Learning & Teacher Education
Related URLs:	Publisher Organisation
Last Modified:	30 Jan 2020 12:53
URI:	http://gala.gre.ac.uk/id/eprint/1771

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