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The paper explores the emerging consensus around post-compulsory education and training. It argues the notion of settlement needs to be developed to incorporate concepts of race and gender. It suggests a settlement is developing amongst the major political parties and other constituents who have a stake in post-compulsory education and training. These constituents share a common analysis of the problem facing education and training. Whilst these different groups have varying strategies to address the problem these are held under the sway of a capitalist logic. Post-Fordist arguments celebrate the progressive possibilities that inhere in a high skill, high trust economy; however, such optimism is easily co-opted and colonised by capitalist interests. [ABSTRACT FROM AUTHOR]

This paper examines recent empirical work on the lived experience of learners in post‐compulsory education. The starting point is a brief examination of the socio‐economic context of the sector. Despite the sophistication of analyses of learning cultures, a more radical approach is needed. Failure to do so renders these analyses amenable to appropriation by ‘new labour’ modernisers. [ABSTRACT FROM AUTHOR]

Education Law in Great Britain has evolved into a legitimate category of academic law and legal practice. No longer simply an aspect of public, welfare or family law, it already has its own specialist practitioners, legal associations, case reports and journals. Much of the existing academic work focuses on the rights and responsibilities of parents, schools, governors and local educational authorities. More critical approaches have explored the theoretical, political and social conflicts underlying the changing roles of local education authorities and parents, and identified the tensions between policies that emphasize both enhanced consumerism and central regulation. While this article draws on much of this work, it differs radically in that it is not concerned primarily with the structure of education, its content or the competing rights and responsibilities within in. This article focuses in particular, on how education law responds to and defines appropriate pupil behavior. Section 9 of the Education Act of 1997 introduced a category, that of children with behavioral difficulties. This term is not defined by statute, but the provisions indicate that it includes excluded children and children with special educational needs and it is these educational and legal responses that are the central focus of this article.