Showing papers in "Journal of Education Policy in 1988"
TL;DR: In this paper, an alternative approach to the analysis of policy documents is outlined based on theories of discourse that have been developed from within a materialist conception of language, and it is suggested that some policy documents legitimate the power of the state and contribute fundamentally to the 'engineering' of consent.
Abstract: This article begins with a critique of the traditional technical‐empiricist approach to policy analysis in which official documents issued by agencies of the state are interpreted as expressions of political intention, that is as proposed courses of action to be discussed by the public before being implemented as official policy. It is argued that this traditional approach to policy is based upon idealist assumptions about the nature of language itself which take it to be a transparent vehicle for the transmission of information, thoughts and values. An alternative approach to the analysis of policy documents is outlined based on theories of discourse that have been developed from within a materialist conception of language. It is suggested that some policy documents legitimate the power of the state and contribute fundamentally to the ‘engineering’ of consent. Such texts contain divergent meanings, contradictions and structured omissions, so that different effects are produced on different readers. An im...
305 citations
TL;DR: In this article, the effects of parental choice on first-year admissions to 20 non-denominational secondary schools in Edinburgh and ten in Dundee were analysed, showing that there was evidence of bandwagon effects.
Abstract: This paper analyses the effects of parental choice on first‐year admissions to 20 non‐denominational secondary schools in Edinburgh and ten in Dundee. Although Dundee is a more working‐class city than Edinburgh, the take‐up of placing requests in Dundee was somewhat higher than in Edinburgh. There was a substantial increase in the take‐up of placing requests in both cities over the period 1982‐85 (from 13.5% to 21.0% of the S1 intake in Edinburgh and from 14.0% to 23.7% in Dundee). In each city, there was evidence of bandwagon effects ‐ some schools gained an increasing proportion of their S1 intakes through parental choice while others lost an increasing proportion of their intakes for this reason. However, the imposition of intake limits on three of the ‘most popular’ secondary schools in Edinburgh not only decreased the number of requests for those schools but also reduced the outflows from the ‘least popular’ schools. The paper uses logistic regression to calculate the effects of extra travelling dist...
42 citations
29 citations
TL;DR: In this article, a strategic understanding of parental participation is proposed and the concept of participation, contrasting perspectives on parental participation, the development of welfare state rationality, the growth and significance of collective consumption, and strategies towards consumer weakness are discussed.
Abstract: Partnership and parental participation are terms which have featured frequently in discussions of educational matters in recent years. Their exact meaning and implications, however, are problematic. This paper seeks to move towards a strategic understanding of parental participation and in doing this addresses several themes: the concept of participation; contrasting perspectives on parental participation; the development of ‘welfare state’ rationality; the growth and significance of collective consumption and with this the development of the consumer‐citizen; and strategies towards consumer weakness. Tackling consumer weakness, it is argued, requires radically changing (or re‐casting) the relationship between consumer‐citizens and producers. It is suggested that education is a sphere which is particularly fruitful for the investigation and development of such a policy. The themes discussed in the paper suggest an alternative approach or framework for education and participation is required and this is br...
27 citations
TL;DR: The state, industry and the voluntary sector are all investing resources in encouraging the development of the "enterprise culture" among the young unemployed as discussed by the authors, which can be interpreted as an attempt to sustain the work ethic while changing attitudes, aspirations and expectations towards employment.
Abstract: The state, industry and the voluntary sector are all investing resources in encouraging the development of the ‘enterprise culture’ among the young unemployed. Such measures can be interpreted as an attempt to sustain the work ethic while changing attitudes, aspirations and expectations towards employment. They constitute a major effort to change work cultures. The alternatives being advocated, such as self‐employment, small businesses, co‐operatives and community businesses have starkly opposing ideologies behind them. So far there has been no systematic research on the development of alternative forms of work by young people, not even at the level of charting the extent and form in which they are emerging. This paper seeks to make a start by exploring the rhetoric behind the ‘education for enterprise’ movement and the patterns of support and advice on offer. It then discusses the implications of the fostering of the ‘enterprise culture’ for our analyses of state intervention in youth unemployment and th...
21 citations
TL;DR: The authors examined the differences between the two schemes and showed that they can be seen to be related to the differing educational systems of the countries, and to differences between grant-aided and direct grant schools which the schemes were designed to replace.
Abstract: In 1981 two separate Assisted Places Schemes were launched. One was introduced for England & Wales, and another for Scotland. This paper examines the differences between the two schemes. It shows that they can be seen to be related to the differing educational systems of the countries, and to differences between the grant‐aided and direct grant schools which the schemes were designed, in part, to replace. It is shown that the Assisted Places Scheme is more important to the independent sector of Scotland than to that of England & Wales, for the scheme established in Scotland has been structured in such a way that it gives greater flexibility and greater funding to individual schools in that country.
13 citations
TL;DR: The authors examines a contemporary policy that has major shortcomings in the explicitness of its language: Australia's "Participation and Equity Program", a policy directed at increasing access to education by post-compulsory level students.
Abstract: The problem of making education policy documents more explicit is addressed in this paper. As a vehicle for discussion the paper examines a contemporary policy that has major shortcomings in the explicitness of its language: Australia's ‘Participation and Equity Program’, a policy directed at increasing access to education by post‐compulsory level students. Problems in making policies explicit are discussed. Policies are seen as complex messages whose meanings routinely become scrambled for implementers remote from the language community of policy framers. The paper suggests the use of a sociology of policy language in education to assist in policy design and dissemination. Its concluding sections recommend the kinds of applied work that might be undertaken to improve the explicitness of policy language generally.
13 citations
TL;DR: In this paper, the authors explored some of the wider policy issues and concerns raised by the 1988 Education Bill, in particular the implications of the Bill for control over schooling, and pointed out that the proposals will make long term educational planning and policy implementation across a range of schools very difficult.
Abstract: The article explores some of the wider policy issues and concerns raised by the 1988 Education Bill, in particular the implications of the Bill for control over schooling. There is a brief discussion about the main aspects of the Bill's proposals as they affect schools. The paper then moves on to consider the extent to which the Bill gives power both to the Secretary of State for Education and to parents and school governors, whilst removing power from Local Education Authorities and teachers themselves. It is pointed out that the proposals will make long term educational planning and policy implementation across a range of schools very difficult. The paper concludes by questioning whether all the intentions of the Bill will be realized but notes that opposition to the Bill has not really fully taken on board alternative strategies for improving the quality of education.
13 citations
TL;DR: In this article, the construction and promotion of an ideology for multiculturalism in Australia is discussed. But the authors do not discuss the role of race in the construction of the ideology.
Abstract: (1988). Multiculturalism in Australia: the construction and promotion of an ideology. Journal of Education Policy: Vol. 3, No. 4, pp. 335-350.
10 citations
TL;DR: In this paper, the authors give a brief historical introduction indicating how the development of the concept of a national languages policy arose out of the shift from assimilation to multiculturalism and how some state policies and initiatives have led to developments at the federal level.
Abstract: This paper gives a brief historical introduction indicating how the development of the concept of a national languages policy arose out of the shift from assimilation to multiculturalism. Two federal documents ‐ the Senate Report (1984) and the Lo Bianco Report (1987) are discussed in detail. The broadening of the scope of a national languages policy is described. It is also shown how some state policies and initiatives have led to developments at the federal level.
9 citations
TL;DR: The authors summarizes the major recommendations of the Select Committee's report on the implementation of the 1981 Special Education Act and notes that the committee were unhappy with the implementation so far, particularly the failure of local education authorities to produce clear, coherent policies on special educational needs.
Abstract: This paper summarizes the major recommendations of the Select Committee's report on the implementation of the 1981 Special Education Act. It notes that the committee were unhappy with the implementation of the Act so far, particularly the failure of local education authorities to produce clear, coherent policies on special educational needs. The background to the report, policy recommendations on parental involvement, integration, resources, assessment, provision for under‐fives, over‐sixteens and teacher training for special educational needs are all noted. Evidence from some of the key witnesses suggests that there may now be a retrenchment on the issue of integration, and policies in the area of special education may in the future be more influenced by judicial decisions than hitherto. 1. This article is based on the House of Commons Education, Science and Arts Committee report on Special Education Needs.
TL;DR: The authors argue against a sharp distinction between fact and value in policy choice, and recommend the gradual replacement of ubiquitous folk psychological simplifying assumptions in favour of scientific ones, where predictions systematically lapse, as a step towards dealing with complexity.
Abstract: Theoretical writings on policy analysis have often dealt with the problem of adjudicating value issues as well as the problem of complexity. Since both these problems are ultimately epistemological in character, this paper explores their structure from a less familiar non‐foundational, coherentist epistemological framework, within the context of the synoptic/anti‐synoptic debate in policy analaysis. The paper argues against a sharp distinction between fact and value in policy choice, and recommends the gradual replacement of ubiquitous folk psychological simplifying assumptions in favour of scientific ones, where predictions systematically lapse, as a step towards dealing with complexity.
TL;DR: The authors dealt with the response of the Israeli educational system to ethnic differences resulting from immigration and found that the average achievement of children whose parents came from Islamic countries has persistantly lagged behind that of children who were of European origin.
Abstract: This paper deals with the response of the Israeli educational system to ethnic differences resulting from immigration The Israeli educational system has never aimed at the preservation of cultural pluralism and ethnic differences However, ‘ethnic’ or ‘quasi ethnic’ differences have obviously affected the outcome of the educational effort and therefore cannot be ignored The average achievement of children whose parents came from Islamic Countries has persistantly lagged behind that of children whose parents were of European origin The problem facing the educational system has therefore been to find ways of reconciling an ‘integrationalist’ and even ‘assismilationalist’ orientation with regard to the desired output of the educational process, with a recognition of differential input to this process resulting from ‘ethnic’ or ‘quasi ethnic’ cultural differences The problem has thus been one of legitmizing the plurality of cultural input without legitmizing pluralism as an output
TL;DR: In this article, the authors explore the continuing need to achieve further understanding of the influence of research on educational policy and make an argument in favour of conducting empirical studies at a level intended to facilitate limited generalization.
Abstract: This paper explores the continuing need to achieve further understanding of the influence of research on educational policy. The central theme of this paper is an argument in favour of conducting empirical studies, at a level intended to facilitate limited generalization, of the factors which affect research utilization by specific groups. After a review of some of the existing literature in the field of research utilization, it is suggested that attention could profitably be directed to the use of research by non‐governmental bodies which are actors in the policy process. The major teachers' unions are used as an example, and it is further suggested that these lend themselves to a cross‐national study. The relationship of the studies advocated to existing theoretical knowledge is discussed.
TL;DR: Following the Commonwealth Government funding cuts in 1986, a hiatus has developed in in-service teacher education in Australia as mentioned in this paper following curriculum innovations and expanding stresses in the educational environment have generated in service education needs which are possibly greater than at any other time in the recent past.
Abstract: Following the Commonwealth Government funding cuts in 1986, a hiatus has developed in in‐service teacher education in Australia. Recent curriculum innovations and expanding stresses in the educational environment have generated in‐service education needs which are possibly greater than at any other time in the recent past. The trend in other industrialized countries has been to encourage or even require teachers in primary and secondary education to achieve postgraduate qualifications. Similar pressures are currently mounting in Australia. The combination of the stresses and new emphasis, calls for a rethinking of existing approaches and policies. The restructuring of the education system in a number of States, the difficulties which have become apparent in solution‐centred in‐service programmes and the continuing unsatisfactory ad hoc arrangements for the design and delivery of such programmes across Australia indicate that the need for different policies and provisions in teacher professional developmen...
TL;DR: This paper presented a revised version of that presented to a symposium on teacher assessment, British Educational Research Association Annual Conference, Sheffield, August 1985, This paper, which was used for teacher assessment.
Abstract: 1. This paper is a revised version of that presented to a symposium on teacher assessment, British Educational Research Association Annual Conference, Sheffield, August 1985.
TL;DR: This paper examined the political aspect of language loss among Francophones in Saskatchewan between 1875 and 1983 and found that Francophone were unable to maintain their language largely as a result of Anglophones successfully passing laws restricting French in schools since 1892.
Abstract: Language loss among minorities is often seen as identity change in the process of assimilation, or minority accommodation in the context of majority settings. This paper examines the political aspect of language loss among Francophones in Saskatchewan between 1875 and 1983. The historical evidence indicates that the Francophones were unable to maintain their language largely as a result of Anglophones successfully passing laws restricting French in schools since 1892. Only in the 1960s did the Francophones begin to regain some language rights. The inability of Francophones to lobby against the English legislators is attributed largely to the absence of Francophone constituencies, which deprived them of a political base to launch effective protests. The changes since the '60s are influenced in part by greater acceptance of the French language, and in part by increased militancy of Francophones as they resort to more radical means to pressure their demands.
TL;DR: In this article, the authors argue that history teaching in schools should help children understand the process of change in time in relation to themselves, but too often it fails, and they argue the need for a flexible implementation of the impending national curriculum.
Abstract: By taking history as an example, this article argues the need for a flexible implementation of the impending national curriculum. History teaching in schools should help children understand the process of change in time in relation to themselves, but too often it fails. The reasons why no satisfactory alternatives to the traditional overloaded outline chronological national history syllabus have yet been devised are explored as well as the historical context of history as a method of enquiry which has flourished recently in secondary schools. So far attempts to reform school history teaching have been too narrowly academic or pedagogic and have taken insufficient account of popular perceptions of the past and of the fundamental nature of history. History is much more than an academic discipline and should embrace all attempts to describe the past and illuminate the present. The article perceives the past as being either living or foreign. The former has been experienced by some who are still alive and the...
TL;DR: The first New Zealand prime minister set on holding the education portfolio for a whole parliamentary term, David Lange is determined to reassert the role of Minister of Education as discussed by the authors, and has drawn battlelines with the teacher unions and given the thumbs down to pressure groups intent on prolonging what Mr Lange believes is the "endless process of consultation" in New Zealand education.
Abstract: The Prime Minister, Mr David Lange has staked his political career on restructuring education. In this he has drawn battlelines with the teacher unions and given the thumbs down to pressure groups intent on prolonging what Mr Lange believes is the ‘endless process of consultation’ in New Zealand education. As the first New Zealand prime minister set on holding the education portfolio for a whole parliamentary term, Mr Lange is determined to reassert the role of Minister of Education.
TL;DR: In Australian higher education, as in other sectors of Australian Society, these have found expression in individualism, private initiative and entrepreneuship The "privatization" of higher education now includes the imposition on enrolment charges, the re-introduction of ‘full cost’ fees, especially for private overseas students, moves towards the deregulation of salaries and conditions of employment of academic staff and the establishment of new self-contained and hybrid private higher education institutions.
Abstract: Among the chief characteristics of the post‐industrial society are ambiguity and paradox In Australian higher education, as in other sectors of Australian Society, these have found expression in individualism, private initiative and entrepreneuship The ‘privatization’ of higher education now includes the imposition on enrolment charges, the re‐introduction of ‘full cost’ fees, especially for private overseas students, moves towards the deregulation of salaries and conditions of employment of academic staff and the establishment of new ‘self‐contained’ and ‘hybrid’ private higher education institutions In response to these developments, debate has tended to centre upon a number of mythologies which inter alia assert that private higher education is new to Australia, that it is foreign to the Western academic tradition and that such education avoids the employment of public funds Moreover, it is claimed that while private higher education is ipso facto elitist, it will, through competition, result in a
TL;DR: In this paper, the authors argue that women teachers are victims as well as agents of sexism, and fail, as compared with men, to gain promotion, because they are in the wrong subjects, they face discrimination because of possible pregnancy, and their confidence is undermined through continual reference, by male colleagues, to their sex rather than their professional identity.
Abstract: Sexist practices within schools must be understood in context of the sexism which pervades the culture and structure of our society, rather than as a feature of the education system itself. Sexist practices include explicit references, within formal teaching and corporate school activities, to the theme of women's essential domesticity. Teachers become agents of sexism because, despite support for equality of opportunity, they share with pupils and parents a common sexist culture. Women teachers are victims as well as agents of sexism, and fail, as compared with men, to gain promotion. They are in the ‘wrong’ subjects, they face discrimination because of possible pregnancy, and their confidence is undermined through continual reference, by male colleagues, to their sex rather than their professional identity. Because they generally do not achieve posts of authority, they are unable to present girls with role models of female achievement. Among the implications for policy is the need for all involved in ed...
TL;DR: The authors compared public policy on vocational training provided by employers in France, West Germany and the UK and concluded that fundamental divergencies between training cultures and systems in the three countries require different policies and forms of government intervention.
Abstract: The paper compares public policy on vocational training provided by employers in France, West Germany and the UK, and looks particularly at the way in which responsibilities and costs are shared between government and employers. The paper concludes that fundamental divergencies between training cultures and systems in the three countries require different policies and forms of government intervention.
TL;DR: In this article, the authors trace the development of the education support grant provision for mathematics teaching, and provide evidence of the range of activities undertaken by ESG teams in various local authorities.
Abstract: This paper traces the development of the education support grant provision for mathematics teaching. The rationale behind this DES initiative is discussed, and the paper provides evidence of the range of activities undertaken by ESG teams in various local authorities. An analysis of the variety of working models is provided across five LEAs. Results of interviews conducted with advisory teachers and teachers in participating schools are reported in an attempt to portray the nature of the support work. In the concluding section, it is argued that LEAs should consider basing their in‐service policy for mathematics teachers around projects of this nature, which have provided a much needed catalyst for curriculum change in the post‐Cockcroft era.
TL;DR: The history of education for native American children has been significantly affected by the shifting policies of Republican and Democratic administrations in Washington, DC as discussed by the authors, and the resulting confusion of policy, best described as a quagmire, has been that Indian children have been victims of a federal neglect that has led to near cultural genocide.
Abstract: The history of education for native American (Indian) children has been significantly affected by the shifting policies of Republican and Democratic administrations in Washington, DC. For more than a hundred years the resources allocated to educate Indian children have increased and diminished according to the political philosophies and whims of the political party in power. The resulting confusion of policy, best described as a quagmire, has been that Indian children have been victims of a federal neglect that has led to near cultural genocide. No authority maintains that Indian children have received the educational support, health services, and vocational training necessary for them to have a chance to become productive and contributing citizens in the general society. Today, American Indians are among the most poorly educated, least vocationally trained, and most unemployed of minority groups. This paper attempts to show the relationship between political philosophies and acts of federal administratio...
TL;DR: The UK and the US, founder members of UNESCO, withdrew from the world's most universal educational scientific and cultural organization in 2011 as mentioned in this paper, despite recent encouraging changes in the organization, it appears accepted there that the return of these countries is not imminent, although expected at some future time.
Abstract: It is now a few years since UK and the US, founder members of UNESCO, withdrew from the world's most universal educational scientific and cultural organization. Despite recent encouraging changes in the organization, it appears accepted there that the return of these countries is not imminent, although expected at some future time. Withdrawal for such a prolonged period is unprecedented for this and other UN associated agencies and must make us pause for thought. In countries, such as the UK and the US, where popularly elected governments are at least partly responsive to different constituencies, these developments indicate a significant weakening there in the perceived popular support for international and global education. The purpose of this paper is to explore this contention, and its consequences in terms of policy and action.
TL;DR: In this article, the authors examine the 1981 Education Act and the recently published House of Commons Education, Science and Arts Committee's report on the implementation of the Act, from the point of view of the care of mentally handicapped people.
Abstract: This article examines the 1981 Education Act and the recently published House of Commons Education, Science and Arts Committee's report on the implementation of the Act, from the point of view of the care of mentally handicapped people. It adopts the position that the question of special education cannot be considered in a vacuum, and sites the discussion within the wider socio‐political context, especially care‐in‐the‐community policies. The article examines the basis of educational practice in general, and questions its relevance with regard to educational needs of mentally handicapped people.
TL;DR: The role of Her Majesty's Inspectorate (HMI) is to advise the Secretary of State for Education as mentioned in this paper on the quality of the education service, and although it is not their business to oppose government policies, it is their duty to give a professional view on changes in standards, including those which might have been brought about by government policy.
Abstract: The contemporary role of Her Majesty's Inspectorate (HMI) is firmly rooted in the past. HMI as an institution began in 1839 and predates the DES by many years. The essential role of HMI is to advise the Secretary of State for Education. Their central duty is inspection which has three different functions: accountability, information‐providing, and advisory. HMI are professionals, but it is necessary to see this professionalism against a background of amateurism: in the nineteenth century an HMI was generally seen not as an expert but as a gifted amateur. Since 1981, all HMI reports have been published; this has made their work more visible and often more controversial. HMI have a professional responsibility to preserve the quality of the education service, and although it is not their business to oppose government policies, it is their duty to give a professional view on changes in standards, including those which might have been brought about by government policy. One of the areas in which HMI have acqui...