School Reform Policy in England since 1988: Relentless Pursuit of the Unattainable

Autor/in	Barker, Bernard
Titel	School Reform Policy in England since 1988: Relentless Pursuit of the Unattainable
Quelle	In: Journal of Education Policy, 23 (2008) 6, S.669-683 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
Schlagwörter	School Restructuring; Disadvantaged; Educational Change; Foreign Countries; Educational Legislation; Educational Policy; Educational Objectives; Government Role; Program Implementation; Educational Improvement; Educational Quality; Accountability; National Curriculum; Educational History; Public Officials; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Bildungsreform; Ausland; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Educational objective; Bildungsziel; Erziehungsziel; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Verantwortung; History of education; Bildungsgeschichte
Abstract	There is growing concern that almost 20 years after the 1988 Education Act, top-down, large-scale reform has stalled. The policy mix of choice, competition, markets, regulation, accountability and leadership seems not to have closed the gap between advantaged and disadvantaged areas and individuals, while most variations in school performance can be explained in terms of intake differences. This paper reviews policy and progress since 1988 and assesses the extent to which central government has achieved its educational aims. Unacknowledged tensions and contradictions are identified in structures and practices that are supposed to constitute a reliable framework for sustainable improvement. The conclusion is drawn that since 1988 the national government apparatus has itself become an important obstacle to further progress. An independent review of policy-making and implementation is recommended so that schools and colleges are enabled to contribute more effectively to improvements in the quality of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10