Search results for: Holloway David
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Since 2002 the arrangements for training teachers in the broadly defined learning and skills sector have been subject to scrutiny and a wide-ranging reform agenda has been put forward by the Government. This article examines the key reforms using a three stage model to analyze the policy development process. It also discusses the functions and status of the sector skills council, Learning UK (LLUK), in order to examine its relationships with external stakeholders.
Updated: Jun. 02, 2009