In recent years 14-19 education has been the subject of numerous reviews, innovations and policy changes. What can be learnt from this experience and do current policies incorporate this learning? In this book, leading experts on 14-19 education and training explore the concept of policy-learning and examine recent policies and policy-making in England and Scotland. They focus on three main types of policy-learning: learning from the experience of earlier policies, learning from local innovations and learning from comparisons with other countries, including "home international" comparisons within the UK. They suggest that in order to meet current challenges in 14-19 education, it is not only the policies that need to change, but also the way in which policies are made. The book concludes by arguing that only a participative approach to policy-making, bringing together policy-makers, practitioners and researchers, can form the basis of a comprehensive strategy for improved policy learning. This book will be of interest to all those involved in, or affected by, policy-making in the increasingly high-profile and politically charged field of 14-19 education. This book contains a list of contributors, a preface, a list of acknowledgements and the following essays: (1) Three Models of Policy Learning and Policy-making in 14-19 Education (David Raffe and Ken Spours); (2) Policy Memory and Policy Amnesia in 14-19 Education: Learning From the Past? (Jeremy Higham and David Yeomans); (3) Learning From Local Experience: How Effective is the Government's 14-19 Learning Model? (Ken Spours, Ann Hodgson and David Yeomans); (4) Turbulence Masquerading as Change: Exploring 14-19 Policy (Jacky Lumby and Nick Foskett); (5) Policy Continuity and Policy Learning in the Action Plan, Higher Still and Beyond (John Hart and Ron Tuck); (6) Learning from "Home International" Comparison: 14-19 Policy Across the United Kingdom (David Raffe); (7) A Framework for Understanding and Comparing 14-19 Education Policies in the United Kingdom (Cathleen Stasz and Susannah Wright); (8) Creating "Political Space" for Policy Learning in 14-19 Education and Training in England (Ann Hodgson and Ken Spours); and (9) Policy Learning in 14-19 Education: From Accusation to an Agenda for Improvement (David Raffe and Ken Spours). An index is also included.