Diversification and Division in the English Education System: Towards a Post-Fordist Model?

1995 ◽  
Vol 27 (10) ◽  
pp. 1595-1612 ◽  
Author(s):  
M Bradford
Keyword(s):  
Education System ◽  
Social Stratification ◽  
Global Economy ◽  
English Education ◽  
Spatial Differentiation ◽  
New Right ◽  
Local Education Authority ◽  
International Context ◽  
Social Divisions ◽  
Education Authority

After placing the education reforms in England in their international context, in this paper I analyse the basis of the reforms in terms of New Right thought and responses to the global economy. I identify an innovation which best typifies the particular combination of New Right thought underlying the reform, the introduction of grant-maintained (GM) schools. These form a major component of the recent diversification of educational provision. It is argued that the spatial unevenness of this diversification, represented by differential GM adoption, has replaced differences in local education authority policies and practices in forming the basis of spatial differentiation in the education service across England. It is argued that GM schools have produced political, educational, and social divisions. These have augmented the tendency for the diversification to lead to social stratification. Having analysed the restructured education system, I critically consider the degree to which it reflects a post-Fordist welfare state.

Native Authorities and Education

Africa ◽  
1945 ◽  
Vol 15 (4) ◽  
pp. 173-182
Author(s):  
H. S. Scott
Keyword(s):  
Local Authority ◽  
Central Government ◽  
English Education ◽  
Roman Catholic ◽  
Educational Facilities ◽  
Local Education Authority ◽  
Educational History ◽  
Local Revenue ◽  
Education Authority ◽  
Opening Paragraph

Opening ParagraphThe student of English education who tries to envisage the development of African education is apt to be misled by the picture he has in his mind of its development in England. It is difficult for one brought up in the British tradition to divest himself of his national prepossessions, and it is hoped that any reader of this article will discount the limitations imposed by what seems to him to be British insularity. None the less, it may not be altogether without interest to readers of an international journal to see how this British tradition affects the approach to African problems. The English student is tempted to think of a vigorous and progressive Local Education Authority as part of the general local government of an area, managing and controlling schools, employing its own staff of administrative officials, building its own schools, and employing its own teachers. That picture is (of course) far from complete, for in England other parties are involved. There is the central government, which supplies from national (as distinct from local) revenue the bulk of the necessary funds. There are, too, the Churches, particularly the Anglican and the Roman Catholic, with their long educational history and their vast contributions to the educational system. Moreover, we have in England the further characteristic complication of a great and powerful body of teachers, who seem to the outsider to be partly state officials protected by the central authority and partly employees of the local authority. It is natural that in considering the supply of educational facilities in Africa we English should be in danger of being misled by our insular prepossessions. We must, therefore, be clear in our own minds as to what we mean when we speak of ‘Native Authorities’ and ‘Central Government’, and Churches, and the place and status of the teaching staffs in Africa.

scholarly journals The Moral Imperative: The Case of the English Education System

2014 ◽  
Vol 12 (5) ◽  
pp. 730-740
Author(s):  
Sabine Spangenberg ◽  
Bryan McIntosh
Keyword(s):  
Education System ◽  
English Education ◽  
Moral Imperative

Local education authority policy on admission to infant/first school

1985 ◽  
Vol 27 (1) ◽  
pp. 40-43 ◽  
Author(s):  
Shirley Cleave ◽  
Joan Barker Lunn ◽  
Caroline Sharp
Keyword(s):  
Local Education Authority ◽  
Local Education ◽  
Education Authority

scholarly journals Countryís Competitiveness and Sustainability in the Context of the Higher Education System Reforms

2013 ◽  
Vol 15 (1) ◽  
pp. 73-83 ◽  
Author(s):  
Elita Jermolajeva ◽  
Ludmila Aleksejeva
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Education Reform ◽  
Education System ◽  
Global Economy ◽  
Middle Term ◽  
Higher Education System ◽  
National Economic ◽  
Quantitative Indicators

Abstract The accumulation of knowledge and its use have become important factors that promote economic development as they contribute to a countryís competitiveness in the global economy. The basic significance of research is obtained by defining new approaches in the organisation, function and efficiency of the higher education system (HES) by emphasising its qualitative aspects. The aim of the article is to describe the influence of education reform on economic competitiveness, paying a special attention to analysing and evaluating international experiences from an interdisciplinary perspective, including economics, pedagogy, etc. Quantitative indicators are used to characterise specific features of the HES and the interaction of this system in the overall context of state development. Some aspects of the Latvian HES are also analysed. The economic activity of inhabitants often directly depends on their level of education. In order to reorganise the Latvian HES and increase its competitiveness and efficiency, thus ensuring quality and availability, the Latvian education system must define a middle-term (4ñ5 years) and long-term (10ñ15 years) development plan that is coordinated with national economic development.

Haptic-Enabled English Education System

2015 ◽  
pp. 293-296
Author(s):  
Minh Phuong Hoang ◽  
Jaebong Lee ◽  
Hojin Lee ◽  
Kyusong Lee ◽  
Gary Geunbae Lee ◽  
...  
Keyword(s):  
Education System ◽  
English Education
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