An article said that the coalition government's education policies, while embodying much that was new (notably 'free schools' and a reversal of attempts to develop vocational education), were a continuation of the marketization 'paradigm' enshrined in the 1988 Education Reform Act.
Source: Trevor Fisher, 'Considering the big picture: how significant are policy initiatives?', Educational Review, Volume 63 Number 4
Links: Abstract
Date: 2011-Dec
An article examined educational policy and management in Wales in the context of public spending cuts imposed by the coalition government in the United Kingdom.
Source: Ken Reid, 'Changes to educational policy and management in Wales: facing the "cuts" and new strategic challenges', Educational Review, Volume 63 Number 4
Links: Abstract
Date: 2011-Dec
An article examined the evidence for the performance of the models on which the coalition government based its policy of promoting new 'free schools' (state-funded but privately run) in England.
Source: Richard Hatcher, 'The Conservative-Liberal Democrat coalition government?s ?free schools? in England', Educational Review, Volume 63 Number 4
Links: Abstract
Date: 2011-Dec
A paper examined various forms of educational inequality, and reviewed the available evidence for England about the impact of school-level policies on achievement and their potential for reducing the socio-economic gap. There was evidence to suggest that policies could be effective in reducing (or reinforcing) socio-economic gaps in educational achievement.
Source: Stephen Machin and Sandra McNally, The Evaluation of English Education Policies, DP131, Centre for Economic Performance (London School of Economics)
Links: Paper
Date: 2011-Dec
An article compared the education policies in England of the coalition government with those of the opposition Labour party.
Source: James Avis, 'More of the same? New Labour, the coalition and education: markets, localism and social justice', Educational Review, Volume 63 Number 4
Links: Abstract
Date: 2011-Dec
A new book examined the erosion of the comprehensive school system. It looked at the inequalities in the educational system, the damaging impact of spending cuts, the rise of 'free schools', and the growth of the private sector. The relentless application of market principles signalled a fundamental shift from the ideal of quality education as a public good to education as a market-controlled commodity. The author outlined some key principles for restoring strong educational values within a fair, non-selective, public education system.
Source: Melissa Benn, School Wars: The battle for Britain's education, Verso Books
Links: Summary
Date: 2011-Nov
An article said that market behaviour was inimical to a fair education system. Successive governments' clumsy attempts 'to fix the market' in favour of the schools they had created had led to stressed parents, over-tested pupils, and a deeply fractured system. Two simple changes could improve the system: ensuring schools received a balanced intake of pupils (with all receiving fair shares of those who found learning easy and difficult); and spreading high-quality teachers between schools.
Source: Peter Mortimore, 'Markets are for commodities, not children', FORUM: for promoting 3-19 comprehensive education, Volume 53 Number 3
Links: Abstract
Date: 2011-Nov
The Education Act 2011 was given Royal assent. The Act gave the Secretary of State the power to direct a local authority to close schools that were judged to be in special measures, that required significant improvement, or that had failed to comply with a warning notice. The schools inspectorate (Ofsted) would focus only on four core elements of schools – pupil achievement, teaching, leadership, and behaviour and safety. Other provisions in the Act would strengthen teachers' powers to deal with bad behaviour: they would gain the power to search for any banned items that disrupted learning. Schools would have the final say in expelling violent pupils, and teachers would be protected from false allegations made by pupils.
Source: Education Act 2011, Department for Education, TSO
Links: Act | Explanatory notes | HOC research brief | DE press release | BHA press release
Date: 2011-Nov
An article examined the Labour party's policies on education. It called for schools to be governed by alliances of parents and teachers, and not by the state or the market. This required a willingness to accept pluralism and diversity in education – as opposed to both the 'centralized prescriptions' and target setting of the New Labour governments (1997-2010), and the party's moves towards marketization with the 'choice' agenda.
Source: Jamie Audsley and Jim O'Connell, 'A new direction for schools and Labour', FORUM: for promoting 3-19 comprehensive education, Volume 53 Number 3
Links: Abstract
Date: 2011-Nov
A new book said that the existing model of education had turned schools into 'exam factories', and colleges and universities into 'skill factories' for British industry. The coalition government – like its predecessor – had centralized the education system rather than devolving power. Educators should work together to create more democratic options – 'communities of discovery' – beginning with their own workplaces.
Source: Frank Coffield and Bill Williamson, From Exam Factories to Communities of Discovery: The democratic route, Institute of Education (University of London)
Links: Summary | IOE press release
Date: 2011-Nov
The Welsh Government published a White Paper setting out its legislative proposals in relation to schools, including plans for greater intervention in schools causing concern.
Source: School Standards and Organisation (Wales) Bill: White Paper, Welsh Government
Links: White Paper | BBC report
Date: 2011-Oct
A think-tank report called for a 'values based' approach to education, underpinned by the belief that everyone could be educated and that those who had least should get more resources and focus. It also recognized the importance of educating for togetherness, rather than for social separation; and the need for a broad, creative curriculum that developed knowledge and skill, and nurtured innovation.
Source: Neal Lawson and Ken Spours (eds.), Education for the Good Society: The values and principles of a new comprehensive vision, Compass
Links: Report | Guardian report
Date: 2011-Oct
A new book brought together contributions from leading critics of the 'neoliberal' education policies being pursued by the new coalition government.
Source: Richard Hatcher and Ken Jones (eds.), No Country for the Young: Education from New Labour to the Coalition, Tufnell Press
Links: Summary
Date: 2011-Sep
A report provided statistical comparisons between education systems in 34 developed (OECD) nations. It said that governments needed to invest in education: in the long run, their budgets would benefit – people with better educational qualifications were less likely to need unemployment benefits or welfare assistance, and paid more tax when they entered the job market. But United Kingdom students were being forced to fund more of the cost of their university education themselves than in most other developed countries.
Source: Education at a Glance 2011, Organisation for Economic Co-operation and Development
Links: Report | UK note | OECD press release | European Commission press release | NASUWT press release | NUT press release | TUAC press release | UCU press release | Universities UK press release | BBC report | Guardian report | Telegraph report
Date: 2011-Sep
An article examined possible future directions for education policy and public service governance under the Conservative-led coalition government. The political and economic context made a continuation of the New Labour governing strategy less viable: but unresolved tensions in the coalition's education policies might hinder the development of a novel project for education reform. As a consequence, the New Labour education project seemed likely to remain largely intact for the foreseeable future.
Source: Mark Goodwin, 'English education policy after New Labour: Big Society or back to basics?', Political Quarterly, Volume 82 Issue 3
Links: Abstract
Date: 2011-Sep
An article said that there was nothing distinctively new about the coalition government's schools policy: it represented a realization of a long-standing Conservative Party project to break up and privatize state education in England. Such a policy threatened to finally secure the dismantling of a democratic system and its replacement by a state-subsidized free market.
Source: Howard Stevenson, 'Coalition education policy: Thatcherism's long shadow', FORUM: for promoting 3-19 comprehensive education, Volume 53 Number 2
Links: Abstract
Date: 2011-Aug
A new book called for a 'self-organizing system' of education that valued 'holistic democracy'.
Source: Philip Woods, Transforming Education Policy: Shaping a democratic future, Policy Press
Links: Summary
Date: 2011-Jul
Researchers examined the different types of brokerage activities and mechanisms that were used to link research evidence to education policy in Europe.
Source: David Gough, Janice Tripney, Caroline Kenny, and Elisabeth Buk-Berge, Evidence Informed Policymaking in Education in Europe: EIPEE final project report, EPPI-Centre (Institute of Education/University of London)
Date: 2011-Jul
The Department for Education published its annual report for 2010-11.
Source: Annual Report and Accounts 2010-11, HC 983, Department for Education, TSO
Links: Report
Date: 2011-Jul
A briefing paper examined the European Union's policy framework on education and training.
Source: Agata Patecka, EU Lifelong Learning Policy Framework, SOLIDAR
Links: Paper
Date: 2011-May
A paper examined alternative investment policies and their consequences for the evolution of human capital in Europe. Optimal investment strategies crucially depended on the weight that a society put on equality. If equality were important enough, more investment was needed for disadvantaged children during childhood. If the aim of equality were less important, additional investments needed to be directed more generally to people of younger ages.
Source: Friedhelm Pfeiffer and Karsten Reuss, Human Capital Investment Strategies in Europe, Discussion Paper 11-033, Centre for European Economic Research (Mannheim)
Links: Paper
Date: 2011-May
A report set out a framework for improving Europe's education and training systems for young people. It called for further investment in education and mobility, concrete measures to improve youth employment, and the involvement of young people in decision-making processes.
Source: Milan Zver, Youth on the Move: A framework for improving Europe's education and training systems, European Parliament
Links: Report | EYF press release
Date: 2011-May
The Department for Education published a revised business plan, covering the period 2011-2015.
Source: Business Plan 2011-2015, Department for Education
Links: Plan
Date: 2011-May
The Education Bill was given a third reading. Under the Bill, the Secretary of State would be able to direct a local authority to close schools that were judged to be in special measures, that required significant improvement, or that had failed to comply with a warning notice. The schools inspectorate (Ofsted) would focus only on four core elements of schools pupil achievement, teaching, leadership, and behaviour and safety. Other measures in the Bill would strengthen teachers' powers to deal with bad behaviour: they would gain the power to search for any banned items that disrupted learning. Schools would have the final say in expelling violent pupils, and teachers would be protected from false allegations made by pupils.
Source: Education Bill, Department for Education, TSO | Debate 11 May 2011, columns 1187-1280, House of Commons Hansard, TSO
Links: Hansard
Notes: Bill | Explanatory notes | LGA brief
Date: 2011-May
A report said that European Union countries had improved their education systems in key areas over the previous decade: but they had achieved only one of five benchmarks set for 2010.
Source: Progress Towards the Common European Objectives in Education and Training (2010/2011): Indicators and Benchmarks, European Commission
Links: Report | European Commission press release | ETUC press release
Date: 2011-Apr
A study for the children's watchdog for England examined what children and young people thought of their time at school, and what they thought the government and others with influence and power should focus on in education policy. About 3 in 5 of those surveyed said that they enjoyed school, and one-half found their lessons interesting. About one-half worried about school work and exams, and about one-third felt that their school put too much pressure on them to do well. Children and young people were generally more positive about their teachers' ability to help and support pupils than about their ability to deal with disruptive behaviour.
Source: Tamsin Chamberlain, Sarah Golden, and Caroline Bergeron, Children and Young People's Views of Education Policy, Office of the Children's Commissioner
Links: Report | OCC press release | NUT press release | BBC report
Date: 2011-Mar
A report identified 12 principles as a guide for more coherent policy development across the education system as a whole. A 'highly centralized and detrimental control' had emerged over education and training. In responding to national priorities and in promoting 'education for all', policy needed to also reflect the diverse social and economic conditions that affected learning.
Source: Andrew Pollard and Richard Pring, Education for All: Evidence from the past, principles for the future, Institute of Education (University of London)
Links: Report | Summary | IOE press release
Date: 2011-Mar
A report said that despite significant increases in spending on childcare and education during the previous decade, educational performance in England had remained static, uneven, and strongly related to parents' income and background. Given the fiscal situation, improvements had to come from higher efficiency rather than further spending. More focused pre-school spending on disadvantaged children could improve skill formation. Better-targeted funding for disadvantaged children combined with strengthened incentives for schools to attract and support these students would help to raise educational outcomes. The government needed to closely follow the effects of increasing user choice in education on fair access for disadvantaged children.
Source: OECD Economic Surveys: United Kingdom 2011, Organisation for Economic Co-operation and Development
Links: Summary
Date: 2011-Mar
An article examined the role played by the Lisbon strategy (2000) in relaunching and consolidating European Union education co-operation.
Source: Luce Pepin, 'Education in the Lisbon strategy: assessment and prospects', European Journal of Education, Volume 46 Issue 1
Links: Abstract
Date: 2011-Feb
The Education Bill was given a second reading. Under the Bill, the Secretary of State would be able to direct a local authority to close schools that were judged to be in special measures, that required significant improvement, or that had failed to comply with a warning notice. The schools inspectorate (Ofsted) would focus only on four core elements of schools pupil achievement, teaching, leadership, and behaviour and safety. Other measures in the Bill would strengthen teachers' powers to deal with bad behaviour: they would gain the power to search for any banned items that disrupted learning. Schools would have the final say in expelling violent pupils, and teachers would be protected from false allegations made by pupils.
Source: Education Bill, Department for Education, TSO | Debate 8 February 2011, columns 164-267, House of Commons Hansard, TSO
Links: Hansard | NAW press release | BBC report
Notes: Bill | Explanatory notes | LGA briefing
Date: 2011-Feb
The Education Bill was published. Under the Bill, the Secretary of State would be able to direct a local authority to close schools that were judged to be in special measures, that required significant improvement, or that had failed to comply with a warning notice. The schools inspectorate (Ofsted) would focus only on four core elements of schools – pupil achievement, teaching, leadership, and behaviour and safety. Other measures in the Bill would strengthen teachers' powers to deal with bad behaviour: they would gain the power to search for any banned items that disrupted learning. Schools would have the final say in expelling violent pupils, and teachers would be protected from false allegations made by pupils.
Source: Education Bill, Department for Education, TSO
Links: Bill | Explanatory notes | DE press release | Accord Coalition press release | ASCL press release | ATL press release | BHA press release | CRAE press release | NASUWT press release | NCB press release | NUT press release | SSAT press release | TUC press release | UCU press release | Voice press release | Telegraph report | Guardian report | BBC report | Children & Young People Now report
Date: 2011-Jan
