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Bridging divides–social science, educational policy and the improvement of education and training systems: an appreciation the contribution of David Raffe (1950–2015)

Howieson, C; Spours, K; Young, M; (2017) Bridging divides–social science, educational policy and the improvement of education and training systems: an appreciation the contribution of David Raffe (1950–2015). Journal of Education and Work , 30 (7) pp. 689-699. 10.1080/13639080.2017.1383094.

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Abstract

This Introduction provides an overview of the distinctive contribution of the late David Raffe to educational research in the UK and internationally over a 40-year period. His wide-ranging research on post-compulsory education and training systems was enriched by the development of conceptual distinctions that have become part of the lingua franca of sociology and the study of education reform. David’s particular style of scholarship focused on the improvement of education systems through collaborative working; historical and comparative analysis and the processes of policy learning. In particular he argued that both researchers and policy actors should understand the specificities of their own national contexts rather than simply engage in ‘policy borrowing’ from other contexts or countries. The Introduction also outlines how the various contributors to the journal have engaged with David’s scholarship, and demonstrates the continuing relevance of his intellectual legacy to understanding today’s turbulent political and policy world.

Type: Article
Title: Bridging divides–social science, educational policy and the improvement of education and training systems: an appreciation the contribution of David Raffe (1950–2015)
DOI: 10.1080/13639080.2017.1383094
Publisher version: http://dx.doi.org/10.1080/13639080.2017.1383094
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Education and training systems, youth transitions, system improvement, policy learning
UCL classification: UCL > Office of the President and Provost
UCL > School of Education
UCL > School of Education > UCL Institute of Education
URI: http://discovery.ucl.ac.uk/id/eprint/10043214
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