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This article examines the main themes of the Children's Green Paper, and analyses the positive aspects, as well as the contradictions in policy. It looks at the likely effects of the proposals on local authorities, including the implications of having one officer responsible for both education and children's services. [ABSTRACT FROM AUTHOR]

Children's life chances remain unequal with vulnerable children caught in a cycle of poverty and crime. In this article, Margaret Hodge, Minister of State for Children, outlines how the reforms proposals in the Children's Green Paper will help to protect vulnerable children and enable them to lead fulfilled lives. [ABSTRACT FROM AUTHOR]

Focuses on the information about the American Educational Research Association (AERA) Conference organized by Brent Davies in Great Britain. Presentation of a paper by the British Educational Leadership Management and Administration Society (BELMAS) members at AERA; Prioritization on the proposals of BELMAS members; Availability of assistance to members.

In this article Mick Waters, Director of Curriculum for the Qualifications and Curriculum Authority (QCA), looks at how the curriculum can be made more relevant and appealing to young people. He describes the work that the QCA is undertaking to promote global learning and encourage children to make a connection between themselves and the world around them. [ABSTRACT FROM AUTHOR]

The Danish and English education systems are different in terms of their structures and cultures -- including the relationships between the various partners, approach to the curriculum and attitude to pupils. Peter Mortimore describes the main features of the Danish system and highlights the differences between the two countries. He also evaluates the efficacy of the contrasting approaches and draws out any lessons from one system for the other. [ABSTRACT FROM AUTHOR]

"Personalised learning" is the concept of placing the needs of the individual learner at the heart of education. This article describes why this is so important in today's society and illustrates the many ways in which the DfES Innovation Unit is working to promote the concept and disseminate good practice among schools. [ABSTRACT FROM AUTHOR]

This article examines the changes to school inspections set out in the Government's "A New Relationship With Schools". Although there are some welcome improvements on present practice, the whole purpose of inspection has not been satisfactory defined and still does not achieve the partnership with schools essential if inspection is to provide an "intelligent accountability framework". [ABSTRACT FROM AUTHOR]

Discusses the data of the recent research project, The Impact of Performance Threshold Assessment on Teachers' Work, funded by the Economic and Social Research Council (ESRC) for two years from may 2001. Identification of the overall aim of the British Government in introducing the recent policies of restructuring teaching; Impacts of the Threshold Assessment; Naming of the issue pertaining to the significance of the policy for Black/minority ethnic teachers.

In the late 1980s and early 1990s various countries implemented market-inspired policies to increase school choice. This article selectively reviews evidence of the effects of these changes, concentrating on experiences in two countries with wide-ranging reforms - the UK and New Zealand. Direct evidence of the effect of choice on educational outcomes is sparse. Identifiable benefits to student performance tend to be at the margin, and strongest when choice is combined with other aspects of educational change. - Iits separate influence is hard to disentangle. Segregation effects can also be traced in particular circumstances, yet not as generalised consequences. Overall, effects on outcomes are most often particular to different contexts of geography, national culture and time. Choice has also been associated with greater diversity across schools. In practice, the main effect has not been to offer consumers a range of qualitatively different educational brands within each community: this was never realistic. Rather, choice is one of several factors driving greater diversity in pluralistic societies. The future of such changes depends on factors other than whether they create contestability. Thise article concludes that choice can have greatest impact on school change by making reforms sensitive to consumer views, rather than by maximising competition. [ABSTRACT FROM AUTHOR]

This article focuses on the future of the British Department for Education and Skills, but its future is clouded by the present. The author in the article reflects that it is almost exactly 12 months ago that he and his colleague Estelle Morris appreciated the successful outcome of the Spending Review, an outcome which ensured until 2005-06 the continuation of a quite extraordinary period of sustained investment in education. Since that time the Department for Education and Skills has existed in parallel worlds. The Sure Start programme--launched in 1998 and intended to help disadvantaged families and young children--now extends to over 500 programmes reaching 400,000 children living in disadvantaged areas, including a third of all under 4s living in poverty.

Reports on the role of education in the progress toward a sustainable economic development in Great Britain. Transmission of pre-defined knowledge and skills of teachers to their students; Training of people for employment; Professional and personal development of an individual.