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Open accessJournal ArticleDOI: 10.1080/02680939.2019.1637546

Problematising policies for workforce reform in early childhood education: A rhetorical analysis of England's Early Years Teacher Status

04 Mar 2021-Journal of Education Policy (Routledge)-Vol. 36, Iss: 2, pp 179-195
Abstract: This paper examines workforce reform in early childhood education in England, specifically the policy trajectory that led to implementation of the Early Years Teacher Status (EYTS) qualification in 2014. Taking a critical perspective on policy analysis, the paper uses rhetorical analysis to make sense of the how EYTS is understood within workforce reform. From an assemblage of salient policy documents, we report our critical analysis of two key texts: Foundations for Quality and More Great Childcare. Both documents identify policy levers and drivers for reform, but from markedly different perspectives and with contrasting recommendations. By using rhetorical analysis to examine how these policy texts construct not only problems but also preferred solutions, we illustrate the paradoxical nature of early childhood policy in England as it relates to aspirations to raise the status of the sector and improve quality through the implementation of EYTS.

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Topics: Policy analysis (57%), Early childhood education (56%), Rhetorical question (53%) ... show more

12 results found

Open access
Robyn L Keast1, Myrna Mandell2, Kerry Brown1Institutions (2)
01 Jan 2006-
Abstract: The state and the market have long been recognized as the key modes of social organization underpinning democratic society. However, the failure of these governance modes to solve complex public problems meant that new ways of working had to be devised. As a result, networks and the network governance mode have come to the fore. While inextricably inter-related, each of these three modes is underpinned by differing operating frameworks which are grounded in contrasting rule systems, moral orders and rationales and each requires different actors, institutional arrangements and strategies. As a result of adopting and utilizing these differing approaches, the current policy arena is comprised of aspects of all three governance modes. However, not only do these modes stand alone, they often appear in cross-cutting, hybrid governance forms. This situation leads to governance complexity and what is contended to be a "crowded" policy domain in which differing governance arrangements, policy prescriptions, participants and processes bump up against and even compete with each other to cause overlap and confusion and, potentially erode the potential for positive service delivery and programme outcomes. This paper argues therefore that policy and decision-makers need to recognise the difference between these modes, select optimal mixes and their associated components in order to create the space necessary for more meaningful dialogue and interaction to occur between the most favourable elements. It is contended that what is required is an ability to effectively isolate, select and, mix and match governance aspects of each of the three modes and thereby orchestrate the varying, and often competing, elements of these modes residing in the policy domain into harmonious collective action. The paper proceeds by tracing the evolution of the expanded mix, sets out a coherent framework to aid decision-making and explores the challenges faced by governments in balancing the structural and operational mechanisms necessary to sustain the engagement of such a diverse set of players.

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Topics: Network governance (62%), Corporate governance (53%), Government (51%)

10 Citations

Journal ArticleDOI: 10.1080/02680939.2020.1739340
Abstract: This paper reports a rhetorical analysis of policy texts illustrating the emergence of the mandatory Educational Leader role in early childhood services in Australia. We argue that policy texts bef...

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6 Citations

Journal ArticleDOI: 10.1016/J.IJER.2020.101559
Abstract: This paper reports the ways in which Educational Leaders in Australian early childhood education workplaces are interpreting and implementing their mandatory role. Interviews with 20 Educational Leaders in two Australian government jurisdictions were analysed using cultural-historical activity theory. Our analysis suggests a significant gap between government policy orientation toward quality improvement and the project of professionalisation of the field that motivates Educational Leaders. We argue the work of Educational Leaders is primarily oriented towards raising the status and capacity of their colleagues as a pre-requisite for high-quality outcomes, and that concepts of quality operate instead as mediating tools. In this sense, a focus on professionalisation subsumes the international policy focus on quality.

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4 Citations

Open accessJournal ArticleDOI: 10.1080/09669760.2021.1892601
Cathy Nutbrown1Institutions (1)
Abstract: In the context of an ongoing policy crisis in relation to the qualifications of the early childhood workforce in England, this paper first rehearses the context and long overdue need for reform before presenting a framework for career structure and professional early childhood education qualifications in England. This framework is designed to address difficulties of recruitment, retention, and progression, and thereby raise the status of qualifications and the roles they enable early years practitioners to undertake. The paper ends by reiterating the importance of qualifications for those working in early childhood education, what they need to study and how what they study equips them for their various roles.

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Topics: Early childhood education (63%), Early childhood (58%), Teacher education (53%) ... show more

3 Citations

Open access
29 Jan 2014-
Abstract: The sections on early years provision, local authority duties and extended schools cover England only. The sections on tax relief and tax credits apply to the United Kingdom as a whole. The childcare provisions in Universal Credit will apply across England, Wales and Scotland. Social security is a transferred matter under the Northern Ireland Act 1998, although there is a long-standing policy of parity in this area. A Welfare Reform Bill is currently before the Northern Ireland Assembly.

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Topics: Government (61%), Coalition government (60%)

2 Citations


47 results found

Journal ArticleDOI: 10.1016/0361-3682(93)E0001-W
Christopher Hood1Institutions (1)
Abstract: Changes in public sector accounting in a number of OECD countries over the 1980s were central to the rise of the “New Public Management” (NPM) and its associated doctrines of public accountability and organizational best practice. This paper discusses the rise of NPM as an alternative to the tradition of public accountability embodied in progressive-era public administration ideas. It argues that, in spite of allegations of internationalization and the adoption of a new global paradigm in public management, there was considerable variation in the extent to which different OECD countries adopted NPM over the 1980s. It further argues that conventional explanations of the rise of NPM (“Englishness”, party political incumbency, economic performance record and government size) seem hard to sustain even from a relatively brief inspection of such cross-national data as are available, and that an explanation based on initial endowment may give us a different perspective on those changes.

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Topics: New public management (68%), Public sector (59%)

3,113 Citations

Open accessJournal Article
Abstract: found himself in an ethical situation, we understand that he probably either contemplated or made some choice or action from a sense of duty or obligation or with a view to the Good. In other words, there are circumstances of this or that kind of structure which are recognized as ethical, dangerous, or embarrassing. What characteristics, then, are implied when one refers to "the rhetorical situation" the context in which speakers or writers create rhetorical discourse? Perhaps this question is puzzling because "situation" is not a standard term in the vocabulary of rhetorical theory. "Audience" is standard; so also are "speaker," "subject," "occasion," and "speech." If I were to ask, "What is a rhetorical audience?" or "What is a rhetorical subject?" the reader would catch the meaning of my question. When I ask, What is a rhetorical situation?, I want to know the nature of those contexts in which speakers or writers create rhetorical discourse: How should they be described? What are their characteristics? Why and how do they resuit in the creation of rhetoric? By analogy, a theorist of science might well ask, What are the characteristics of situations which inspire scientific thought? A philosopher might ask, What is the nature of the situation in which a philosopher "does philosophy"? And a theorist of poetry might ask, How shall we describe the context in which poetry cornes into existence?

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Topics: Rhetorical situation (64%), Rhetorical question (64%), Form of the Good (55%) ... show more

1,848 Citations

Open accessBook
01 Oct 1994-
Abstract: Post-Structuralism, Ethnography and the Critical Analysis of Educational Reform What is Policy? - Texts, Trajectories and Toolboxes Education, Majorism and the Curriculum of the Dead Education Policy, Power Relations and Teachers' Work Cost, Culture and Control - Self Management and Entrepreneurial Schooling "New Headship" - Schools Leadership, New Relationships and New Tensions Education Markets, Choice and Social Class: The Market as a Class Strategy in the UK and US Competitive Schooling:. Values, Ethics and Cultural Engineering.

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Topics: Education reform (63%), Education policy (63%), Curriculum (54%) ... show more

1,811 Citations

Open accessBook
01 Jan 1999-
Abstract: 1. What this book is about 2. Theoretical perspectives: modernity and postmodernity, power and ethics 3. Constructing early childhood institution: what do we think it is? 4. Constructing the early childhood institution: what do we think they are for? 5. Beyond the discourse of quality to the discourse of meaning making 6. The Stockholm project: constructing a pedagogy that speaks in the voice of the child, the pedagogue and the parent 7. Pedagogical documentation: a practice for reflection and democracy 8. Minority directions in the majority world: threats and possibilities

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Topics: Early childhood education (55%), Postmodernity (54%), Early childhood (53%) ... show more

1,158 Citations

Open accessBook
18 Jan 2008-
Abstract: Introduction to key concepts: education policy, economic necessity and public service reform Class, comprehensives and continuities: a short history of English education policy Current policy models and The UK government's approach to public service reform Current key issues: forms of policy and forms of equity A sociology of education policy: past, present and future.

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Topics: Education policy (70%), Policy studies (65%), Public policy (64%) ... show more

943 Citations