Local Partnerships: Blowing in the Wind of National Policy Changes

Autor/inn/en	Haynes, Gill; Lynch, Sarah
Titel	Local Partnerships: Blowing in the Wind of National Policy Changes
Quelle	In: British Educational Research Journal, 39 (2013) 3, S.425-446 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1080/01411926.2011.647680
Schlagwörter	Foreign Countries; Partnerships in Education; Cooperation; Competition; Semi Structured Interviews; Institutional Autonomy; Educational Policy; Longitudinal Studies; Questionnaires; Student Surveys; Teacher Surveys; Telephone Surveys; Case Studies; Cohort Analysis; Financial Support; Educational Finance; Curriculum Design; Vocational Education; Educational Certificates; College School Cooperation; Graduation; Institutional Cooperation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Hochschulpartnerschaft; Co-operation; Kooperation; Wettkampf; Institutionelle Autonomie; Politics of education; Bildungspolitik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Schülerbefragung; Telephone interview; Telefoninterview; Case study; Fallstudie; Case Study; Kohortenanalyse; Finanzielle Förderung; Bildungsfonds; Lehrplangestaltung; Ausbildung; Berufsbildung; Bildungsabschluss; Schulzeugnis; Abschluss; Graduierung; Institute; Cooperation; Institut
Abstract	Drawing on data from a three-year study (2008-2011) of partnerships of schools and colleges delivering the 14-19 Diplomas in England, this article examines how the dynamics of local partnerships were shaped by a contradictory policy landscape in which some policies strongly promoted collaborative working whilst others reinforced competition between institutions. Semi-structured interviews with 136 Diploma consortium leads and case studies of 30 Diploma consortia were undertaken. Most partnerships founded in direct response to government demands for collaboration were strategically and operationally less effective than those that had been formed earlier as a positive, dynamic response to locally identified interests/needs and had evolved over time. When key levers towards collaboration were removed by the new UK Coalition government (2010) and new policies restated the arguments for institutional autonomy and competition between institutions, the fragility of the "enacted" partnerships became immediately apparent. Although members of Diploma consortia with a history of effective partnership working remained committed to the principle of collaboration, other policy developments such as the introduction of the English Baccalaureate and the recommendations of the Wolf Review on vocational education contributed to uncertainty about whether partnership working could, or indeed should, be sustained. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10