19 results
Search Results
2. Education Excellence Everywhere White Paper.
- Subjects
BRITISH education system ,EDUCATIONAL change ,TEACHER recruitment ,EDUCATION ,SELF-efficacy in students ,ACADEMIES (British public schools) ,PRIMARY education ,SECONDARY education - Abstract
The article offers information on the eight chapters of the white paper "Educational Excellence Everywhere," that was published on March 17, 2016. Topics discussed include the education excellence base on the capacity to improve and performance in England, the recruitment of talented teachers, and the empowerment of parents, communities and pupils of high performing maintained primary and secondary schools towards the academisation by 2020.
- Published
- 2016
3. In pursuit of social democracy: Shena Simon and the reform of secondary education in England, 1938–1948.
- Author
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Ku, Hsiao-Yuh
- Subjects
EDUCATIONAL change ,DEMOCRACY & education ,BRITISH education system ,SECONDARY education ,TEENAGERS ,HISTORY ,TWENTIETH century ,HISTORY of education - Abstract
Shena Simon (1883–1972), a leading English socialist and educationist, actively called for the reform of secondary education in the 1930s and 1940s in order to bring the ideal of ‘equality of opportunity’ into the English educational system. This paper explores the continuity and changes in Simon’s proposed reforms in relation to her ideals of social democracy from the appearance of the Spens Report (1938) to the publication of her book,Three Schools or One?(1948). In addition, Simon’s transnational visits to the Soviet Union, the USA and Scotland, as well as the impact of her international and comparative perspectives on different educational systems on her policy agenda, are also examined. It concludes that as many policy issues shown in the current paper continue to be debated, Simon’s democratic ideals and discourses are still relevant in the present and suggest implications for the future of secondary education in England. [ABSTRACT FROM PUBLISHER]
- Published
- 2018
- Full Text
- View/download PDF
4. Fighting for social democracy: R.H. Tawney and educational reconstruction in the Second World War.
- Author
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Ku, Hsiao-Yuh
- Subjects
EDUCATIONAL change ,SOCIAL democracy ,20TH century British history ,BRITISH education system ,EDUCATION policy ,SECONDARY education ,EDUCATION costs ,GOVERNMENT aid to education ,TWENTIETH century ,HISTORY - Abstract
R.H. Tawney (1880–1962), a leading English economic historian and prominent socialist, was vigorously involved in educational reconstruction during the Second World War. For Tawney, the war was a war for social democracy. His ideals of social democracy formed a basis for his case for Public (independent) School reform and free secondary education for all. Despite this, the connection between Tawney’s ideals and his perspectives on educational issues has not been addressed fully by historians and thus there has been a lack of a proper explanation for his often criticised sympathy for the public schools and his indifference towards the multilateral school. Hence, this paper aims to re-examine the link between them in greater depth. It concludes that, according to Tawney’s ideals of social democracy, the abolition of the public schools was not necessary for the establishment of a democratic educational system. Moreover, Tawney did not launch an attack on the tripartite system proposed by the Norwood Report of 1943 since it was not against his ideal of equality as long as different secondary schools were equal in quality and status. Equality, he believed, must be advanced through the raising of the school leaving age to 16 and the abolition of fees in all secondary schools. Thus, he laid more emphasis on the school leaving age and tuition fees than on the multilateral school. In brief, on various issues pertaining to secondary education, Tawney’s opinions and actions were deeply grounded in his distinctive ideals of social democracy. [ABSTRACT FROM PUBLISHER]
- Published
- 2016
- Full Text
- View/download PDF
5. The rise and decline of the International Baccalaureate Diploma Programme in the United Kingdom.
- Author
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Bunnell, Tristan
- Subjects
INTERNATIONAL baccalaureate ,EDUCATIONAL change ,EDUCATIONAL finance ,A-level examinations ,EDUCATION policy ,BRITISH education system ,UNIVERSITY & college admission ,SECONDARY education - Abstract
The three main programmes of the Geneva-registered International Baccalaureate (IB) have grown substantially worldwide over the past decade, although the programmes have found a natural ‘home’ in the United States. This paper charts the growth of the IB in the United Kingdom (UK) revealing that involvement there, mainly in England and mainly with the original pre-university Diploma Programme (IBDP), peaked at about 230 schools in 2010, but since then the IBDP has begun suddenly to decline. Yet, in no other country has there been a fall in IBDP provision. This paper offers some key explanations for this phenomenon, where a lack of funding and continued lack of university recognition in the face of Advanced Level (A-Level) reform and numerous ‘baccalaureate’ developments has led to many state-funded schools in particular dropping the IBDP. Thirdly, this paper discusses a number of implications, both for the IB itself and education in the UK in general. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
- View/download PDF
6. From HORSA huts to ROSLA blocks: the school leaving age and the school building programme in England, 1943–1972.
- Author
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Cowan, Steven, McCulloch, Gary, and Woodin, Tom
- Subjects
SCHOOL building design & construction ,EDUCATIONAL change ,SECONDARY education ,BRITISH education system ,EDUCATIONAL planning ,EDUCATION policy ,TWENTIETH century ,HISTORY of education - Abstract
This paper examines the connections between the school building programme in England and the raising of the school leaving age (ROSLA) from 14 to 15 in 1947 and then to 16 in 1972. These two major developments were intended to help to ensure the realisation of ‘secondary education for all’ in the postwar period. The combination led in practice to severe strains in the education system as a whole, with lasting consequences for educational planning and central control. ROSLA was a key issue for the school building programme in terms of both finance and design. School building was also a significant constraint for ROSLA, which was marred by temporary expedients in building accommodation both in the 1940s with ‘HORSA huts’ and in the 1970s with ‘ROSLA blocks’, as well as by the cheap construction of new schools that soon became unfit for purpose. Together, school building needs and ROSLA helped to stimulate pressures towards centralisation of planning that were ultimately to undermine postwar partnerships in education, from the establishment of the Ministry of Education’s Architects and Building (A&B) Branch in 1948, through the Crowther Report of 1959 and the Newsom Report of 1963, to the assertion of central state control by the 1970s. The pressures arising from such investment and growth in education again became a key issue in the early twenty-first century with the Labour Government’s support for raising the participation age to 18 combined with an ambitious ‘Building Schools for the Future’ programme. The historical and contemporary significance of these developments has tended to be neglected but is pivotal to an understanding of medium-term educational change in its broader policy and political contexts. [ABSTRACT FROM PUBLISHER]
- Published
- 2012
- Full Text
- View/download PDF
7. Sensing the realities of English middle-class education: James Bryce and the Schools Inquiry Commission, 1865–1868.
- Author
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McCulloch, Gary
- Subjects
BRITISH education system ,EDUCATION of the middle class ,SENSES ,LITERARY realism ,REALISM in art ,EDUCATIONAL change ,SENSE organs ,SECONDARY education ,NINETEENTH century ,HISTORY of education - Abstract
This paper explores the contribution of James Bryce as an Assistant Commissioner to the Taunton Commission from 1965 to 1868. It highlights his criticisms of the English middle class and of middle-class education represented in the endowed grammar schools of Lancashire, England. These criticisms were based partly on finely detailed observation of the buildings of these schools in their local and geographical settings. They also drew on acutely developed responses of a sensory and emotive nature relating to a broad sensory register of sight, sound, taste, touch and smell. The paper therefore helps to develop the potential value of sensory history in the history of education well as to provide a detailed examination of middle-class education in England in the 1860s. It also suggests that the realism characteristic of mid-Victorian writing and art may help to shed further light on the nature and experience of schooling in this period. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
8. What happened to the Beacon schools? Policy reform and educational equity.
- Author
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Smith, Emma
- Subjects
EDUCATIONAL change ,EDUCATION policy ,BRITISH education system ,EDUCATIONAL equalization ,ACADEMIC achievement ,SECONDARY education - Abstract
This paper considers the impact of the Beacon schools initiative on the social and academic characteristics of secondary schools in England. The Beacon schools programme ran from 1998 to 2004 and epitomised the (then) Labour government’s focus on school improvement through diversity, collaboration and partnership. This paper looks at variation in the academic and social characteristics of the 322 secondary Beacon schools over a nine-year period. The findings show that Beacon schools were among the most advantaged state schools in England and while they continue to outperform the general school population, the data suggest that the performance gap has decreased and there is little evidence that Beacon status conferred an advantage on schools, in terms of standard measures of academic success. The Beacon school initiative exemplifies some of the key issues with policy based education reform. First, its emphasis on collaboration provokes tensions between schools that are increasingly in competition with each other. Secondly, clearly defined and measurable medium and long term outcomes for the initiative were not prescribed, thus making it difficult to determine the efficacy of the intervention. Finally, that the initiative did not appear to have any appreciable effect on the social and academic characteristics of the Beacon schools raises issues about the usefulness of externally prescribed interventions and the potential that they have to make a real difference to educational equity. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
- View/download PDF
9. Changing policy, legislation and its effects on inclusive and special education: a perspective from Wales.
- Author
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Ware, Jean
- Subjects
BRITISH education system ,EDUCATION policy ,EDUCATIONAL change ,SPECIAL education ,LANGUAGE policy ,INCLUSIVE education ,WELSH language ,TEACHER education ,CHILDREN ,TEENAGERS ,ADULTS ,PRIMARY education ,SECONDARY education - Abstract
This article, by Jean Ware of Bangor University School of Education, examines policy developments in education in Wales since devolution, and their implications for inclusive and special education. This is set in the context of the demographics of Wales, which, it is argued, have a significant influence on policy and on the nature of educational provision as a whole. The discussion initially focuses on issues related to the Welsh language. The article then discusses four policy initiatives (the Foundation Phase, the Literacy and Numeracy Framework, the Masters in Educational Practice and the proposed reform of initial teacher education and training), intended to respond to Wales's poor performance in the Programme for International Student Assessment, and their potential impact, as well as the White Paper on reforming the special educational needs system in Wales. It is too soon to discuss the impact of these special educational needs-specific reforms, but the differences from the English special educational needs reforms highlight the inherent tensions in special educational needs systems. It is argued that the Tabberer Report's critique of the teacher education system in Wales, which emphasises the need for teacher education to be strongly connected to relevant research, provides an opportunity to improve the quality of education in Wales for all children; but that considerable investment, and a willingness to address the potential tensions between the different initiatives, is necessary to achieve such an outcome. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
10. Time for curriculum reform: the case of mathematics.
- Author
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Noyes, Andrew, Wake, Geoff, and Drake, Pat
- Subjects
CURRICULUM change ,MATHEMATICS education ,EDUCATION policy ,BRITISH education system ,EDUCATIONAL change ,GENERAL Certificate of Secondary Education ,SECONDARY education ,GOVERNMENT policy - Abstract
Mathematics education is rarely out of the policy spotlight in England. Over the last 10 years, considerable attention has been given to improving 14–19 mathematics curriculum pathways. In this paper we consider some of the challenges of enacting curriculum change by drawing upon evidence from our evaluation of the Mathematics Pathways Project (MPP). From 2004 to 2010 this project, which was directed by England's Qualifications and Curriculum Authority, aimed to improve the engagement, attainment and participation rates of 14- to 19-year-old learners of mathematics. Our particular focus is upon the temporal problems of piloting new curriculum and assessment and we draw on Lemke's discussion of timescales, heterochrony and the adiabatic principle to consider the interlocking and interference of various change processes. [ABSTRACT FROM PUBLISHER]
- Published
- 2013
- Full Text
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11. Government announces major changes in education.
- Subjects
BRITISH education system ,ACADEMIES (British public schools) ,EDUCATIONAL change ,SECONDARY education - Abstract
An introduction to the journal is presented in which the guest editor discusses the changes in the education by the government of Great Britain which turn all the schools to become academies.
- Published
- 2016
12. Politics, politicians and English comprehensive schools.
- Author
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Crook, David
- Subjects
SECONDARY education ,EDUCATIONAL change ,20TH century British history ,EDUCATION policy ,BRITISH education system ,SECONDARY schools ,EDUCATIONAL law & legislation ,HISTORY - Abstract
Very few English secondary schools now include ‘Comprehensive’ in their titles, and political enthusiasm for comprehensive schools is hard to detect. According to David Skelton of Policy Exchange, politicians, like anthropologists, have often ‘investigated them, read thoroughly about them and even visited them, but they don’t really understand them’. Drawing on a variety of source materials, this article discusses the early comprehensive schools movement, the period of intensive circulars and legislation in the 1960s and 1970s and the subsequent waning of interest in comprehensive schools as a policy topic. At the heart of the discussion is a focus on politics and politicians at both the national and local levels, with close reference to some key personalities of the post-war period. It is argued that the story of comprehensive schooling in England needs more balance and that we should look to the present generation of politicians and historians to provide this. [ABSTRACT FROM PUBLISHER]
- Published
- 2013
- Full Text
- View/download PDF
13. Changing a discipline in universities and a subject in schools: British geography in the 1950s–1970s.
- Author
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Johnston, Ron
- Subjects
GEOGRAPHY education ,QUANTITATIVE research ,SOCIAL science methodology ,EDUCATIONAL standards ,BRITISH education system ,EDUCATIONAL change ,HIGHER education ,SECONDARY education - Abstract
Geography emerged as an academic discipline in British universities in response to demands for trained teachers of the subject in the country's burgeoning secondary schools and their curricula formed a seamless transition from one to the other. In the 1960s a major shift in the nature of the academic discipline – often termed the 'quantitative and theoretical revolutions' – created a breach between the two, but there were demands from within the university sector for changes to the school subject so that a new seamless transition could be instated. This essay charts the nature of those changes and how they were brought about by the key actors, both individual and institutional. Having created that apparent unity, subsequent changes saw the two educational sectors drift apart, although recent developments have sought to reinstate stronger links. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
14. Gillian's adventures in Wonderland - the Advanced Briish Standard (ABS).
- Author
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Waterman, Chris
- Subjects
BRITISH education system ,PUBLIC education ,SECONDARY education ,EDUCATIONAL change ,SKEPTICISM - Abstract
The article discusses the release of a government education document titled "A World Class Education System - the Advanced British Standard (ABS)" and raises questions about its timing and content. It mentions skepticism about the document and its focus on reforms in 16 to 19 education, suggesting that it may not adequately address the challenges faced by the education sector.
- Published
- 2023
15. “The school career of the child as a unity”: John Newsom’s involvement with the BBC, 1934–1971.
- Author
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Hoare, Lottie
- Subjects
20TH century British history ,BRITISH education system ,EDUCATION policy ,BROADCASTERS ,MASS media & education ,EDUCATIONAL change ,TWENTIETH century ,CORPORATE history - Abstract
This article examines John Newsom’s contributions to non-fiction BBC radio and television coverage of education, poverty, and social disadvantage from 1934 to 1971. The correspondence and scripts concerning his BBC broadcasts for a domestic UK-based audience and an overseas audience are used as source material. Newsom is well known among educational historians as Chief Education Officer for Hertfordshire (1940−1957) and the chair of the Central Advisory Council for Education, which compiled the Newsom Report in 1963. He is associated with the aesthetic and cultural experience of pupils in the physical environment of their schools, rather than with the use of words and sound broadcast to encourage reflection amongst adult listeners on the experience of an educated nation. Newsom’s role in shaping the discussion of education on the airwaves and on screen has been excluded as a significant sphere for researchers. Broadcasting was the space in which Newsom and many other education officers and head teachers spoke most directly to the public and beyond their local realms of responsibility. This article argues that in some of his forays into broadcasting, Newsom was introduced as a stabilising influence on programmes with a subject matter, which it was feared, may have the potential to become too radical. From World War II onwards he acted as an advisor, an editor, and author of scripts and sometimes a chair or a participant in broadcast discussion on the subjects of education, democracy, and the unfolding of the 1944 Education Act. The article explores how despite many colleagues at the BBC being unimpressed with Newsom as a broadcaster, he maintained a sustained involvement in programmes for more than 30 years. The article identifies sensitive issues where Newsom’s choices were occasionally curtailed. [ABSTRACT FROM PUBLISHER]
- Published
- 2017
- Full Text
- View/download PDF
16. Open Dialogue peer review: A response to Claxton & Lucas.
- Author
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Cremin, Teresa
- Subjects
EDUCATIONAL change ,EDUCATIONAL support ,PERSONALITY development ,ELEMENTARY education ,SECONDARY education ,SCHOOL children ,TEENAGERS ,BRITISH education system - Abstract
The author comments on the book by Guy Claxton and Bill Lucas "Educating Ruby: What our children really need to learn." The author discusses the issue on the need for educational reform and its implication to the learning experience of students, and the issue of the reduction of a teacher's confidence due to the changes in the curriculum. Furthermore, the author also expresses her view on the need for character development in the school system and support teachers in promoting change.
- Published
- 2016
- Full Text
- View/download PDF
17. Education Excellence Everywhere.
- Subjects
EDUCATIONAL change ,BRITISH education system ,EDUCATION policy ,ACADEMIES (British public schools) ,SOCIAL services ,PRIMARY education ,SECONDARY education - Abstract
The author discusses the changes in the education in England, following the budget speech of Chancellor George Osborne. Topics discussed include the merger of education department of local councils and social services for children into one children's services department, the academisation of schools in the country which existed between Balfour Education Act of 1902 and Forster Education Act of 1870, and the prevention for local authorities to provide support to primary and secondary schools.
- Published
- 2016
18. The salient history of Dalton education in the Netherlands.
- Author
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van der Ploeg, Piet
- Subjects
DALTON laboratory plan ,PROGRESSIVE education ,CROSS-cultural studies on education ,EDUCATIONAL change ,EDUCATION ,EDUCATION policy ,BRITISH education system ,UNITED States education system ,PRIMARY education ,SECONDARY education ,CHILDREN ,SCHOOL children ,HISTORY - Abstract
In the Netherlands there are 400 Dalton schools, while Dalton education has all but disappeared elsewhere, including in its country of origin: the USA. Following a brief period in the 1920s in which it enjoyed strong international interest, it disappeared from the scene. How can it be that the Dalton Plan still exists only in the Netherlands? This article compares the history of Dalton education in the Netherlands with that in Britain and the USA. Circumstances were more favourable in the Netherlands in the 1920s, although the growth was modest. Factors that inhibited the increase of Dalton education in the Netherlands in these early days are similar to those that presumably hastened its disappearance elsewhere. There was a growth spurt in the Netherlands from the 1980s onwards. This seems to be a side effect of the introduction of a new Education Act and the pressure on schools to market themselves. [ABSTRACT FROM AUTHOR]
- Published
- 2014
- Full Text
- View/download PDF
19. 'Opt-in' Muslim schools named.
- Author
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Paton, Graeme
- Subjects
- *
PRIVATE schools , *ISLAMIC education , *SECONDARY education , *EDUCATIONAL change , *BRITISH education system - Abstract
The article reports that in Great Britain private Muslim schools likely to be fast-tracked into the state system have been identified. These schools have been praised for offering a broad and balanced secondary education. The government's white paper include plans to encourage more independent faith schools to give up their status. Director of the Association of Muslim Schools Idris Mears said that at least five schools would be fast-tracked from the 28 shortlisted schools.
- Published
- 2005
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