Transitioning to a Multi-Academy Trust Led System: What Does the Evidence Tell Us?

Autor/inn/en	Lucas, Megan; Faulkner-Ellis, Henry; Del Pozo Segura, Juan Manuel; Julius, Jenna
Institution	National Foundation for Educational Research (NFER) (United Kingdom)
Titel	Transitioning to a Multi-Academy Trust Led System: What Does the Evidence Tell Us?
Quelle	(2023), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-912596-76-8
Schlagwörter	Quantitative Daten; School Districts; Governance; Educational Change; Barriers; Administrative Organization; Educational Policy; Policy Analysis; Foreign Countries; Educational History; Futures (of Society); Public Schools; Private Schools; School Effectiveness; Elementary Secondary Education; Institutional Characteristics; Governing Boards; School Administration; United Kingdom (England) + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsreform; Politics of education; Politikfeldanalyse; Ausland; History of education; Bildungsgeschichte; Future; Society; Zukunft; Public school; Öffentliche Schule; Private school; Privatschule; Schuleffizienz; Governing body; Governing bodies; Leitungsgremium
Abstract	Over the last two decades, the school system in England has evolved from a local authority (LA) led-system to a system in which today nearly half of all schools have been academised. As academisation has progressed, the Government has promoted the formation of multi-academy trusts (MATs) (House of Commons Education Committee, 2017; Department for Education, 2022k). This report provides new insights into the current MAT landscape by investigating how the mainstream school system has evolved so far. It sheds light on the key potential considerations and challenges in either pursuing an all-MAT system or in maintaining the current status quo, although it does not consider whether the ambition for a MAT-led system is desirable in itself. Finally, the report explores the role of LAs within the current school system and their views on the recent academisation policy proposals. (ERIC).
Anmerkungen	National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01