By Jack Demaine
Tony Blair has declared 'Education, schooling, schooling' to be the pinnacle precedence of his management and Labour's landslide victory in 1997 spread out a chance for the reform of schooling. however the new executive inherited a quasi-market procedure from the Conservatives, and the path of reform in the course of the coming years is still open to discuss. This publication examines a number concerns and guidelines that would stay at the time table good into the hot millennium. the difficulty of choice, and questions of gender and racism are mentioned intimately. The politics of the nationwide Curriculum and difficulties surrounding review are explored either when it comes to faculties and the wider factor of lifelong studying. questions on institution effectiveness and the development of colleges are mentioned, in addition to ICT coverage. The publication explores key questions round the destiny reform of schooling in modern Britain.
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Extra info for Education Policy and Contemporary Politics
The White Paper also made what now appears to be an obligatory reference to the General Medical Council and the Law Society, followed by a statement that ‘Teachers’ professional standing should be underlined by the establishment of a General Teaching Council'. However, in early 1998 those institutions involved in recruiting people to courses leading to qualified teacher status (QTS) were reporting ‘shortages’ of candidates and there was much talk of ‘a crisis in recruitment’. There was no such crisis in recruitment to the supposedly comparable professions of law and medicine.
The now well-established National Curriculum necessarily provides the starting point for future reform. Although there is broad consensus between the main political parties over the notion of a National Curriculum, there remains scope for argument over the detailed content (see for example, Levine 1996) and particularly over the forms of assessment involved (see Murphy and Wilmut in Chapter 7 of this book). There are technical and pedagogic matters on which much further consultation is needed with teachers, their representatives and other knowledgeable parties.
Yet, in some respects, the new Government has adopted a fairly conventional view of education and avoided some awkward questions about the selective nature and social functions of educational knowledge (Whitty 1985). Certainly an unexamined notion of ‘standards’ has been prominent in its rhetoric. < previous page page_36 next page > < previous page page_37 next page > Page 37 STANDARDS, STRUCTURES AND UNEQUAL OPPORTUNITIES In his first major speech as Secretary of State for Education and Employment, David Blunkett declared himself ‘interested in standards, not structures’, in ‘what works’ and not in dogma.
Education Policy and Contemporary Politics by Jack Demaine