Showing papers in "Journal of Education Policy in 1987"
TL;DR: In this article, the authors argue that as a consequence of privatization, the public sector of education becomes an impoverished substitute for what cannot be bought, and the consequences of this are explored, but above all the paper challenges the ways in which we have traditionally drawn the distinction between public and private responsibilities.
Abstract: The private/public divide in education has been with us for a long time, but only recently have we been alerted to the privatization of education. This means two things: first, making public education increasingly dependent on private funds, and, second, encouraging the development of private education by supporting it with public funds. The consequences of this are explored, but above all the paper challenges the ways in which we have traditionally drawn the distinction between public and private responsibilities. There is a need to re‐conceptualize the problem. In doing so, the paper raises underlying ethical and social issues which otherwise get ignored or dismissed. Above all, however, the need to tackle the issues is demonstrated, but as a consequence of privatization, the public sector of education becomes an impoverished substitute for what cannot be bought.
53 citations
TL;DR: This paper explored the ways in which various educational lobby groups have sought to produce a "common sense" concerning Australian schooling, drawing on Laclau's and Mouffe's developments of Gramsci's theory of hegemony.
Abstract: In recent years there has been a shift in popular thinking and government policy on education in Australia, away from the social democratic consensus of the Karmel era, towards a Rightist perception. While a number of sources of this movement may be identified, in this paper I will focus on the politics of discourse. Drawing on Laclau's and Mouffe's developments of Gramsci's theory of hegemony, I will explore the ways in which various educational lobby groups have sought to produce a ‘common‐sense’ concerning Australian schooling. The examination of a critical historical incident is a useful way of illustrating the strategies employed by these groups, as their political efforts are particularly concentrated at such times. In its 1983 Education Guidelines the federal Labour government announced, amongst many things, that it intended to reduce funds to Australia's ‘best resourced’ private schools. A bitter debate between supporters of private schools and state schools ensued. On the surface each party sough...
19 citations
TL;DR: In the last half-century, the view of most governments, supported by the United Nations and other international agencies, has been that as far as possible schooling should be free of charge.
Abstract: During the last half‐century, the view of most governments, supported by the United Nations and other international agencies, has been that as far as possible schooling should be free of charge. Financial factors have not always made this feasible, but the policy has provided an attractive social and political goal. In recent years, financial stringency has bitten more deeply. Most governments still seem to adhere to the old philosophy, but there are signs of a change of heart among some governments and in at least one major international agency. The policy is thus coming under fire on both practical and ideological grounds.
17 citations
TL;DR: In this paper, the authors consider the impact of this trend on the voluntary aided sector of education and conclude that in the long term the dual system of schooling must be reconsidered if processes of racial inequality in education are to be mitigated.
Abstract: In recent years a substantial number of LEAS have introduced policies concerned with the promotion of cultural diversity and/or the eradication of racial inequality in education. In this article we consider the impact of this trend on the voluntary aided sector of education. Our analysis draws on the findings of our research into the relationship between LEA policy and school practices in ‘Milltown’. Our two surveys revealed a significant disparity between the country and voluntary sectors in an interest in and institutional response to multicultural education. We suggest denominational schools have failed to embrace this new conception of educational reform. We then consider the cognate debates of separate schooling for some minority groups and the way this issue was dealt with in the Swann Report (1985). We conclude that in the long term the place of the dual system of schooling must be reconsidered if processes of racial inequality in education are to be mitigated.
15 citations
TL;DR: The teacher-centred model is now called in question by recent DES moves in relation to the funding and control of INSET as discussed by the authors, which seems likely that the Department will be able to impose a conception of curriculum led staff development, which originated in Further Education.
Abstract: The work of Lawrence Stenhouse strongly promoted the view that curriculum development was dependent upon teacher development and as such, has had a great impact on the in‐service education of teachers. Such a teacher‐centred model is now called in question by recent DES moves in relation to the funding and control of INSET. By exploiting the mechanisms of categorical funding, as refined by the MSC, it seems likely that the Department will be able to impose a conception of ‘curriculum led staff development’, which originated in Further Education. Such a conception assumes that curriculum is a given and that the development needs of teachers may be deduced from it, thus increasingly restricting them to the business of execution and not of conception.
12 citations
TL;DR: In this article, the authors focus on the concept of benchmark tests and explore some of the difficulties that may be encountered in implementing such an assessment system, focusing on the implied characteristics of criterion-referencing and differentiated assessment and the extent to which the system might be able to incorporate these features.
Abstract: The current proposals to introduce a National Curriculum in England and Wales are considered in relation to their possible implications for pupil assessment. A dominant theme in the policy announcements so far has been to relate the proposed National Curriculum to a system of ‘attainment targets’ and ‘benchmark tests’ for 7, 11, and 14 year olds. The paper focuses specifically on the concept of benchmark tests and explores some of the difficulties that may be encountered in implementing such an assessment system. Particular attention is paid to the implied characteristics of criterion‐referencing and differentiated assessment, and the extent to which the system might be able to incorporate these features. The possible impact of such an assessment system on teaching in schools is also considered, along with the role teachers might play in carrying out the benchmark testing. Finally an alternative basis for assessing a National Curriculum is put forward in an attempt to overcome what are seen as major weakn...
11 citations
TL;DR: Gorwood and Croom Helm as mentioned in this paper discuss the transfer and curriculum continuity in the context of education transfer and continuity in their paper, School Transfer and Curriculum Continuity, by Brian T. Gorwood.
Abstract: ∗ School Transfer and Curriculum Continuity, by Brian T. Gorwood, Croom Helm, Beckenham (1986), pp. 237, £17.95, ISBN 0‐7099‐1177‐7.
11 citations
TL;DR: The Swann Committee's report on the education of children from ethnic minority groups in Great Britain (1985) generally embraces a cultural pluralist rather than antiracist perspective on education, it nevertheless acknowledges that all schools (irrespective of phase, ethnic composition or location) should play a more active role in challenging manifestations of racism at both individual and institutional level as mentioned in this paper.
Abstract: Although the Swann Committee's Report on the education of children from ethnic minority groups in Great Britain (1985) generally embraces a cultural pluralist rather than antiracist perspective on education, it nevertheless acknowledges that all schools (irrespective of phase, ethnic composition or location) should play a more active role in challenging manifestations of racism at both individual and institutional level. The Report advocates that such teaching should be incorporated within a wider, liberal‐democratic programme of political education. Our paper focuses on potential sources of resistance to this proposal in the primary sector and explores the implications for teacher education.
11 citations
TL;DR: In this paper, the authors make problematic the supply of work placements by industry in a market economy, and suggest that eductionalists and policy makers may have cause to be concerned not only with the quantity of placements which might be available to them, but with the educational quality of these placements.
Abstract: The growth of work‐experience as part of the school curriculum in such schemes as TVEI, has led to a growing body of literature concerned with the educational, social and political consequences of this trend. However, one aspect of analysis has been neglected by those working in this area. There has been a marked lack of investigation into factors which affect the supply of work placements to schools. Behind this lies an assumption that the participation of industry with schools is a straightforward and easy to accomplish process. By focusing on some of the approaches exhibited by firms towards the provison of work‐experience, this paper seeks to make problematic the supply of work placements by industry in a market economy. I shall suggest that eductionalists and policy makers may have cause to be concerned not only with the quantity of placements which might be available to them in the future, but with the educational quality of these placements.
9 citations
TL;DR: This article examined the views on the workplace of year 11 students from an Australian metropolitan post-primary school before and after they went out of the school into the workplace for two weeks work experience, and one of the themes which emerged from the discussions with the students was related to the degree of control exerted by employers on employees and the oppositional response which is sometimes forthcoming from those employees.
Abstract: The study discussed in this paper examines the views on the workplace of year 11 students from an Australian metropolitan post‐primary school before and after they went out of the school into the workplace for two weeks work experience. One of the themes which emerged from the discussions with the students was related to the degree of control exerted by employers on employees and the oppositional response which is sometimes forthcoming from those employees. The views which form this theme are then placed within the context of a current debate on work experience. On the one hand some educationalists are advocating ‘jumping off the work experience bandwagon’, while on the other those scholars with a more critical stance are pointing to the educative potential of work experience.
9 citations
TL;DR: In this article, the authors highlight a long and rich history of community involvement in the financing of education at all levels, rooted within the phenomenon of the dynamic self-help movement harambee, which underpins much of Kenya's grass roots development activity.
Abstract: Given the squeeze on national budgets and the need for priorities over investment choices in education, many governments have turned to communities in the search for alternative sources of revenue. In Kenya, there is a long and rich history of community involvement in the financing of education at all levels, rooted within the phenomenon of the dynamic self‐help movement harambee, which underpins much of Kenya's grass roots development activity. Within education, the conscious partnership between communities and government has been most manifest within the unaided harambee secondary school sector, although a more recent policy shift has witnessed the transfer to communities of all capital expenditures associated with a structural and curriculum reform, particularly at primary level. Despite opening up access to education to a high percentage of the school age population, there remain, however, fundamental questions associated both with the quality and equity of systems dependent upon community financing.
TL;DR: The European University has passed through four main phases of dominance of the curriculum since its medieval origin They are (1) priestly, (2) aristocratic, (3) professional, (4) democratic Vestigial remains of the European University are still with us and (4), the rise of student/consumer sovereignty, has implications which the British universities still fail to accept as discussed by the authors.
Abstract: The European University has passed through four main phases of dominance of the curriculum since its medieval origin They are (1) priestly, (2) aristocratic, (3) professional, (4) democratic Vestigial remains of (1), (2) and (3) are still with us and (4), the rise of student/consumer sovereignty, has implications which the British universities still fail to accept We need universities for the scholarly few and higher education, pluralistically funded, for everyone
TL;DR: A debate about British schoolchildren's diets since the turn of the century is briefly reviewed and provides the context to consideration of a preliminary DHSS/OPCS report The Diets of British Schoolchildren that present the results of a dietary survey of 10/11 and 14/15 year olds in Scotland, Wales and England.
Abstract: A debate about British schoolchildren's diets since the turn of the century is briefly reviewed This provides the context to consideration of a preliminary DHSS/OPCS report The Diets of British Schoolchildren that present the results of a dietary survey of 10/11 and 14/15 year olds in Scotland, Wales and England Limitations in the way the survey data are analysed and interpreted are identified These limitations leave unanswered questions as to whether school children are/are not adequately nourished 1 This article examines the following report by RW Wenlock, M M Disselduff and R K Skinner (Nutrition Unit, DHSS) and I Knight (Social Survey Division, OPCS) The Diets of British Schoolchildren: preliminary report of a nutritional analysis of a nationwide dietary survey of British Schoolchildren, April 1986, £450, ISBN 0‐948064
TL;DR: This article reviewed the historical context behind the manpower shortages argument underpinning proposed educational reform in South Africa circa 1980, and argued that it was part of an overall "total strategy" for commodifying black labour through education in the face of the manifest failure of Bantu Education to achieve this end.
Abstract: This paper reviews the historical context behind the ‘manpower shortages’ argument underpinning proposed educational reform in South Africa circa 1980. It seeks to explain how such an argument became a dominant theme and ideological rationale for reform, by examining its passage through liberal reformist discourse into official state‐appointed commission reports. The paper then considers why the ‘manpower shortages’ argument was taken up at that particular time, and argues that it was part of an overall “Total Strategy’ for commodifying black labour through education in the face of the manifest failure of Bantu Education to achieve this end. The paper concludes by discussing briefly the failure of this strategy, and the disappearance of the ‘manpower shortages’ theme from arguments for educational reform.
TL;DR: The authors summarizes some of the political and professional curriculum initiatives of the last decade and abstracts a number of important issues such as control of the curriculum, the implementation of whole curriculum aims, balance, curriculum overload, differentiation relevance.
Abstract: This paper summarizes some of the political and professional curriculum initiatives of the last decade and abstracts a number of important issues ‐ control of the curriculum, the implementation of whole curriculum aims, balance, curriculum overload, differentiation relevance. It makes the point that the existence of a national curriculum as such will resolve few if any of these issues, but the process of arriving at a national curriculum will necessitate stances being taken either explicitly or implicitly. The paper concludes by examining briefly the way in which some schools have been using the device of a modular structure to tackle some of these issues and the questions this raises with respect to depth, progression and coherence.
TL;DR: In this paper, the authors look at the provisions of the 1986 Education Act in its historical setting, appraise its significance and consider the practical measures necessary to make it a reality.
Abstract: Parent power is a fashionable concept, but there is much confusion about whether parents are seen as customers, clients or partners. This article looks at the provisions of the 1986 Education Act in its historical setting, appraises its significance and considers the practical measures necessary to make it a reality. The writer also suggests what further legislation is necessary to provide an equitable and responsive education system.
TL;DR: In the midst of rapidly evolving educational policy and programmes for secondary curricula, new forms of assessment and new examinations, and teacher appraisal, together with longstanding and bitter disputes between professional practitioners and the government, Her Majesties Inspectorate (HMI) have published a report (1986) about aspects of curriculum and assessment in the FRG, a country increasingly held up to the UK as a model to be emulated in many respects as mentioned in this paper.
Abstract: In the midst of rapidly evolving educational policy and programmes for secondary curricula, new forms of assessment and new examinations, and teacher appraisal, together with longstanding and bitter disputes between professional practitioners and the government, Her Majesties Inspectorate (HMI) have published a report (1986) about aspects of curriculum and assessment in the FRG ‐ a country increasingly held up to the UK as a model to be emulated in many respects. This paper sets the wealth of information contained in the HMI report into its West German cultural and political context, explores its relationship with UK educational policy at the present time, and considers the nature and purposes of documents which attempt to make aspects of other cultures accessible and instructive. It concludes that whilst HMI strive to be accurate and fair, the dangers of drawing simplistic and ultimately culture‐bound ‘lessons’ can hardly be avoided; and in the process, such material will inevitably be employed superfici...
TL;DR: In the absence of a national policy on services for children under five, the attempts by some local authorities to rationalize their own services on a local basis are examined in this paper.
Abstract: This paper examines policy issues in the provision of services for children under five and their families. It argues that services have developed in response to political and economic factors rather than in response to the needs of children and their parents. It shows how the separate strands of development that have led to the current confused situation reflect different ideological and philosophical approaches which tend to militate against a more coherent and co‐ordinated service provision. In the absence of a national policy on services for children under five, the paper examines the attempts by some local authorities to rationalize their own services on a local basis. It considers some of the areas in which a policy is required, including the organizational structure of services, flexibility and responsiveness of nurseries and centres to the needs of families, the quality of day care and education, the involvement of parents, equal opportunities, the relationship between the vouluntary and statutory ...
TL;DR: The position of the primary humanities in the primary curriculum is imprecise, as attempts to define, label, and justify it indicate as discussed by the authors, and this impression is reflected in the varying ways in which this area of primary curriculum has been treated in various official publications.
Abstract: The position of humanities in the primary curriculum is imprecise, as attempts to define, label, and justify it indicate. This impression is reflected in the varying ways in which this area of the primary curriculum has been treated in various official publications. With the impending introduction of a national curriculum and an accompanying programme of assessment, it becomes essential to consider what kind of assessment is professionally appropriate for primary humanities, if the place of humanities and of its contributory subject disciplines is to be secured in the future pattern. The Assessment of Performance Unit, which affords a possible basis for assessment in at least some other elements in the primary curriculum, gives very little guidance about humanities. It is therefore incumbent on members of the profession to devise a procedure that is manageable, and also compatible with the practice of primary education. A brief sketch of such a procedure is indicated, and emphasis is laid on the need for ...
TL;DR: In this article, three models for the future government of education are discussed: one seeking to strengthen the government from the centre, another to strengthen institution, while a further model argues for stronger local government. But, while effective government will require the virtues of each model, an extension of local democracy and citizen participation provides the best conditions for a learning society.
Abstract: This paper considers models for the future government of education. It is proposed that choice will reflect dominant values about the future purpose, role and organization of education in a context of structural change in economy and society. Three models are discussed: one seeking to strengthen the government from the centre, another to strengthen the institution, while a further model argues for stronger local government of education. Conclusions propose that while effective government will require the virtues of each model, an extension of local democracy and citizen participation provides the best conditions for a learning society over the next decade.
TL;DR: In this article, the authors outline some of the key elements of the current assault on public education, especially in the post-16 sector, and identify the principles on which less defensive and more proactive curricula and policy responses to this assault might be developed.
Abstract: After reviewing (autobiographically) the post‐war historical context, this article outlines some of the key elements of the current assault on public education, especially in the post‐16 sector. It then seeks to identify some of the principles on which less defensive and more proactive curricula and policy responses to this assault might be developed. These, it is argued, need to include attempts both to establish more collective and critical notions of ‘vocationalism’ focused on domestic as well as industrial labour; and, given the extent to which the ‘the youth question’ has been politicized since 1979, to redefine ‘professionalism’ in ways which explicitly acknowledge the need for those working in the public education sector to move away from their more distanced, apolitical conceptions of their roles.
TL;DR: The main data in Education Statistics for the United Kingdom 1986, which concerns the academic or financial year 1984•85, are described from the point of view of a researcher who is not an expert about statistics as discussed by the authors.
Abstract: The main data in Education Statistics for the United Kingdom 1986, which concerns the academic or financial year 1984‐85, are described from the point of view of a researcher who is not an expert about statistics. Where interesting trends can be discerned, these are highlighted. More often, however, the data raise questions of interpretation and some indication is given of the more detailed collections of statistical data which need to be consulted. The specific issue of the shortage of teachers of mathematics, physics and technology is used to illustrate the most important missing ingredients: the need for the data to correspond more closely to the division of educational provision into different kinds of activities and the need for the data to be placed in a context of data for other professions and other branches of government.
TL;DR: In this paper, the authors present data from case studies of four secondary schools' pupil profiling projects and pose a question which is fundamental to the debate on new initiatives in assessment: do current changes in practice and policy embody changes in values?
Abstract: The article looks at the school‐based development of pupil profiling. It presents data from case studies of four secondary schools’ profiling projects. The research context is described; the progress of development work is outlined, and the views of teachers involved together with issues of concern to them are presented. Finally, the article raises issues for consideration by those in positions to formulate policy on assessment. It is argued that workable policies on educational assessment and recording can be formulated only when the conceivers are well informed about the conditions necessary for producing the desired changes. The article concludes by posing a question which is fundamental to the debate on new initiatives in assessment: do current changes in practice and policy embody changes in values?. ∗This article is based on a paper given at the 12th Annual British Educational Research Association Conference at Bristol University, 4‐7 September 1986. It derives from research funded through an ESRC l...
TL;DR: In this article, the authors consider the report as an attempt to raise consciousness on the part that primary education plays, and ways in which this report on achievement in primary schools (ESAC 1986) differs from earlier contributions.
Abstract: This article summarizes some major aspects of the Select Committee Report. It considers the report as an attempt to raise consciousness on the part that primary education plays, and ways in which this report on achievement in primary schools (ESAC 1986) differs from earlier contributions. The report moves beyond notions of individual children working largely separately and at least nominally under the direction of a single teacher. Instead, the perception is of children learning to work together, with teachers working in concert and increasingly in collaboration with parents. Schools are seen as a continuous system with children moving from one stage to the next without sharp changes of approach. The development of provision for under‐fives is similarly envisaged as a process of co‐ordination and co‐operation between the various providers, including parents.
TL;DR: In this paper, a new qualification for social work is introduced, requiring an extended period of education and training for staff working within personal social services, but definitions about the nature of their various tasks and how far they are social work remain in dispute.
Abstract: Since 1970 the personal social services in the UK have undergone continuous change and development, as have education and training for staff working within them. Large numbers remain unqualified, but definitions about the nature of their various tasks and how far they are social work remain in dispute, as do the boundaries of social work itself. Now a new qualification for social work is about to be introduced, requiring an extended period of education and training. These documents are discussed in the historical context of the last fifteen years, the still unresolved issues and problems confronting the personal social services in the 1980s and the perennial debate about the nature of social work.
TL;DR: The authors traces some of the landmarks along the way and suggests ways in which the oversimplification which everyone needs in order to make sense of past and present has encouraged violent swings in educational sentiment and fashion.
Abstract: The post‐war world set high hopes on education. The expectation was that opportunity would be expanded all round, and that this would help to create One Nation as well as provide a reservoir of educated manpower. If that is the popular myth of the 1940s and 1950s, what has happened to English education to create the latter‐day myth of gloom and doom? The article traces some of the landmarks along the way and suggests ways in which the oversimplification which everyone needs in order to make sense of past and present has encouraged violent swings in educational sentiment and fashion.