This paper examines what can be learnt from analysing attempts to give lay people more involvement in the administration of state schools Although devolving more responsibility to schools and lay governors has been an important feature of school reform in several countries, it is not immediately apparent if this shift is the product of globally similar social and political forces or nationally specific cultural, ideological and economic factors In considering this issue, the paper describes recent changes in school governance in England, New Zealand, USA, Scotland and Catalunya, Spain It is argued that some of these changes can best be characterised as attempts to increase the democratic participation of citizens in the running of schools Other changes, however, seem rather to represent on attempt to bring the culture of business to schools and reduce the power of professional educators over education

Free marketeers or good citizens? Educational policy and lay participation in the administration of schools

The efficiency of school governing bodies, as perceived by educators, was investigated. The School Governing Body Efficiency Scale (SGBES) was used to determine the extent to which educators perceive the efficiency of their respective governing bodies. The findings indicated that educators differed significantly in their perceptions of the efficiency of school governing bodies. The results also showed that educator biographical variables (gender, regional location and teaching phase) had no influence on their perceptions. The findings are discussed and suggestions are made with regard to measures to improve the efficiency of school governing bodies. South African Journal of Education Vol.24(4) 2004: 260-263

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Educators\' perceptions of the efficiency of school governing bodies

This paper offers a critical discussion of Performance Related Pay (PRP) for teachers in Britain in the 1990s. It defines the concept and outlines the case made for PRP in public sector services. The reports of the School Teachers’ Pay Review Board (STRB) over the period 1992–8 are used to trace the discussion in respect of teachers. The principal performance measures, quantitative and qualitative, recommended by the STRB for PRP purposes are critically examined. A concluding section examines why there is broad political support for PRP. It also argues that the political attractions of PRP for teachers should not obscure the difficulties of implementing such a policy.

Rewarding Better Teachers? Performance Related Pay in Schools

The effective functioning of a school governing body: a case study in selected schools

Most research to date about the English government’s policy to make schools independent of local authorities (LAs) has looked at the “macro” level of national policy and at the “micro” level of the...

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Local authorities as actors in the emerging “school-led” system in England

Recent educational reforms in England have given considerable responsibilities for the overall administration of schools to governing bodies largely comprised of lay people. The paper explores the knowledge of education possessed by lay governors. Issues considered include: the systematicity of that knowledge; its possible sources, and how gender, ethnicity and social class influence the knowledge held and used by governors. Also examined are the question of whether governors are always knowledgeable actors within the context of education and the implications of this for schools and democratic participation in their governance. Data is derived from a four year qualitative multi-site case study of ten school governing bodies in two English local education authorities undertaken by the authors between 1988 and 1992.

Kevin J. Brehony

Papers

School Governing Bodies: Reshaping Education in Their Own Image?: