scholarly journals Public battles and private takeovers: Academies and the politics of educational governance

2012 ◽  
Vol 3 (1) ◽  
pp. 11-29 ◽  
Author(s):  
Andrew Wilkins
Keyword(s):  
Education Reform ◽  
White Paper ◽  
Educational Governance ◽  
School Based ◽  
Opt Out ◽  
Education Act ◽  
Under Performing ◽  
Liberal Approach ◽  
Set Up ◽  
British Education

Public battles and private takeovers: Academies and the politics of educational governance Introduced to the British education system under the Education Act 2002 and later enshrined in the New Labour government White Paper Higher Standards, Better Schools for All (DfES, 2005), the Academies policy was set up to enable designated under-performing schools to ‘opt out’ from the financial and managerial remit of Local Authorities (LAs) and enter into partnerships with outside sponsors. A radical piece of policy legislation, it captured New Labour's commitment to (further) private sector involvement in public sector organisation - what might be termed a neoliberal or advanced liberal approach to education reform. A consequence of this has been the expansion of school-based definitions of ‘public accountability’ to encompass political, business, and other interest groups, together with the enlargement of the language of accountability itself. In this paper I address the importance of rethinking conventional public/private, political/commercial divides in light of these developments and foreground the changing nature of state power in the generation and assembly of different publics.

scholarly journals The System of Teacher Education Management in Great Britain

2015 ◽  
Vol 5 (4) ◽  
pp. 80-86
Author(s):  
Antonina Chychuk
Keyword(s):  
Teacher Education ◽  
Great Britain ◽  
Education Reform ◽  
Historical Context ◽  
Education Quality ◽  
Education Management ◽  
The Public ◽  
Higher Education Act ◽  
Education Act ◽  
British Education

Abstract The system of teacher education management, namely, forms and principles of teacher education management according to the normative base (Education Reform Act (1988); Education Act (1992; 1993; 1996; 1997; 2002); School Standards and Framework Act (1998); Higher Education Act (2004), etc.), monitoring and participation of the public in its management have been analyzed. It has been proved that lately the democratization process in British education management has been combined with the increased attention of the state to monitoring, requirements to appropriate activity of educational establishments and trends seem to be forward education quality enhancing, democratization of evaluation, monitoring and information providing processes. Changes in education management in the historical context have been considered. The organizations participating in education management in Great Britain have been outlined. The data has been presented that enabled to distinguish similarities and differences in the functioning of the organizations participating in education management in Great Britain and ensure the existing of independent management authorities within them.

Considering the Language Disorder Label Debate From a School Speech-Language Pathology Lens

2020 ◽  
Vol 5 (1) ◽  
pp. 47-54
Author(s):  
Kimberly A. Murza ◽  
Barbara J. Ehren
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Public Awareness ◽  
Developmental Language Disorder ◽  
Speech Language Pathology ◽  
Speech Language Pathologist ◽  
School Based ◽  
Language Pathology ◽  
Education Act

Purpose The purpose of this article is to situate the recent language disorder label debate within a school's perspective. As described in two recent The ASHA Leader articles, there is international momentum to change specific language impairment to developmental language disorder . Proponents of this change cite increased public awareness and research funding as part of the rationale. However, it is unclear whether this label debate is worthwhile or even practical for the school-based speech-language pathologist (SLP). A discussion of the benefits and challenges to a shift in language disorder labels is provided. Conclusions Although there are important arguments for consistency in labeling childhood language disorder, the reality of a label change in U.S. schools is hard to imagine. School-based services are driven by eligibility through the Individuals with Disabilities Education Act, which has its own set of labels. There are myriad reasons why advocating for the developmental language disorder label may not be the best use of SLPs' time, perhaps the most important of which is that school SLPs have other urgent priorities.

Politics and Ideology: Lord Moyne, Palestine and Zionism 1939–1944

2017 ◽  
Vol 10 (2) ◽  
pp. 155-169
Author(s):  
Ronen Yitzhak
Keyword(s):  
Prime Minister ◽  
White Paper ◽  
Second World War ◽  
Political Orientation ◽  
Jewish State ◽  
World War ◽  
Pragmatic Approach ◽  
Jewish Immigration ◽  
Set Up ◽  
Second World

This article deals with Lord Moyne's policy towards the Zionists. It refutes the claim that Lord Moyne was anti-Zionist in his political orientation and in his activities and shows that his positions did not differ from those of other British senior officials at the time. His attitude toward Jewish immigration to Palestine and toward the establishment of a Jewish Brigade during the Second World War was indeed negative. This was not due to anti-Zionist policy, however, but to British strategy that supported the White Paper of 1939 and moved closer to the Arabs during the War. While serving in the British Cabinet, Lord Moyne displayed apolitically pragmatic approach and remained loyal to Prime Minister Churchill. He therefore supported the establishment of a Jewish Brigade and the establishment of a Jewish state in Palestine in the secret committee that Churchill set up in 1944. Unaware of his new positions, the Zionists assassinated him in November 1944. The murder of Lord Moyne affected Churchill, leading him to reject the establishment of a Jewish state in Palestine.

scholarly journals Innovation and Entrepreneurship Education and Teaching Based on “Internet+” Research and Exploratio

2019 ◽  
Vol 3 (2) ◽  
pp. 113
Author(s):  
Hongyan Pei
Keyword(s):  
Education Reform ◽  
Entrepreneurship Education ◽  
Social Background ◽  
Colleges And Universities ◽  
The State ◽  
Educational Goals ◽  
State Council ◽  
The Times ◽  
Set Up ◽  
Innovation And Entrepreneurship

<p>In order to promote mass entrepreneurship and innovation, the General Office of the State Council issued the implementation opinions on deepening innovation and entrepreneurship education reform in institutions of higher learning. According to the guidelines for innovation and entrepreneurship proposed by the State Council, colleges and universities should combine the entrepreneurial needs of students and the innovative needs of the society, set up educational goals around the orientation of running a school, and carry out educational reform activities with innovation and entrepreneurship as the theme. Based on the overall social background of "Interne+" and distinct characteristics of the times, this paper analyzes the problems existing in innovation and entrepreneurship education in colleges and universities, and explores effective strategies for implementing innovation and entrepreneurship education in colleges and universities.</p>

scholarly journals An Ethical Issue After the Nuclear Accident in Fukushima: Young People’S Perspectives of Thyroid Cancer Screening and its Harms

2021 ◽  
Author(s):  
Sanae Midorikawa ◽  
Akira Ohtsuru
Keyword(s):  
Thyroid Cancer ◽  
Cancer Screening ◽  
Young People ◽  
Ethical Issue ◽  
Screening Program ◽  
Nuclear Accident ◽  
School Based ◽  
Cancer Screening Program ◽  
Opt Out ◽  
Thyroid Cancer Screening

Abstract Background Overdiagnosis of thyroid cancer has become a major global medical issue. Ultrasound-based thyroid cancer screening has promoted overdiagnosis, and recently international recommendations indicate that such screening should not be conducted, even after a nuclear accident. The Fukushima thyroid cancer screening program was initiated in 2011 as a health policy after the nuclear accident, although the risk for radiation-induced thyroid cancer was unlikely given the low radiation levels. However, the thyroid cancer screening program has continued at 2-year intervals with a relatively high participation rate and is now in its fifth round. Therefore, it is crucial to clarify whether those targeted for screening understand the disadvantages of screening and identify factors that influenced their decision to participate. Methods We conducted an anonymous mail-based questionnaire that included young people from Fukushima (subjects) and a neighboring prefecture that was not targeted for screening (non-subjects). We asked them about the significance of the thyroid cancer screening in Fukushima, the reasons for taking or not taking a screening, their perception of the harms of screening, and their opinions on thyroid examination at school. Then we compared the results of the questionnaire between subjects and non-subjects and examinees (who accepted screening) and non-examinees (who declined screening). Results Only 16.5% of respondents were aware of the harms associated with thyroid cancer screening, with most perceiving that the benefits outweighed the harms. Comparison of subjects’ and non-subjects’ responses showed there were no significant differences between subjects and non-subjects. In addition, among subjects, there were no differences of responses between examinees and non-examinees. The most common reason for participation in screening was that the screening was conducted in schools and perceived as obligatory. Conclusions These results highlighted a serious ethical issue in that school-based screening leads to making young people think that it is mandatory screening in an opt-out and default setting manner, with a lack of knowledge about the disadvantages of screening. Based on the autonomy of the subjects and the ethical principle of the post-disaster, surveys after a nuclear disaster should be conducted in an opt-in style without an opt-out style such as school-based screening.

The Grievance Redress System under the Right to Education Act

2019 ◽  
pp. 280-329
Author(s):  
Florian Matthey-Prakash
Keyword(s):  
Education System ◽  
Current System ◽  
Right To Education ◽  
Education Act ◽  
Right To Information ◽  
Set Up ◽  
The Right

Chapter 5 examines the conceptual set-up of the grievance redress system created by the Right to Education Act, and analyses studies on its performance. It highlights the deficiencies of the current system, and compares it to other, more effective systems such as grievance redress under the RTI Act. The different institutions that are part of the grievance redress system are either not sufficiently independent or do not have sufficient competences to enforce their ‘judgments’. These deficiencies, as well as additional implementation issues, also translate into a malfunctioning system ‘on the ground’. The chapter also examines other grievance redress systems for different state services (for instance, the ones created by the Right to Information Act), highlighting that some of the deficiencies found in the right to education system are actually not universal.

Beresford Hope, the Church of England, and the Elementary Education Act of 1870

2019 ◽  
Vol 17 (2) ◽  
pp. 198-217 ◽  
Author(s):  
Michael J. Turner
Keyword(s):  
Elementary Education ◽  
Education Reform ◽  
Church Of England ◽  
Victorian Britain ◽  
Significant Extension ◽  
Pros And Cons ◽  
Government Involvement ◽  
Education Act ◽  
Extension Of State ◽  
The Church

AbstractHistorians have used a number of political, social, and other factors to explain the controversy surrounding elementary education in Victorian Britain. This article underscores the importance of religious motivations. The Act of 1870 – a significant extension of state responsibility – did not end debates about the purpose of education and the pros and cons of government involvement and religious instruction. Prominent among voluntaryists and anti-secularists was A. J. Beresford Hope, whose position offers useful insights into the educational agencies of the Church and the manner in which churchmen responded to new circumstances. This article explains Hope’s attitude and uses it to explore some of the causes and consequences of the Act of 1870. What type of schooling best suited the British people? Should it have a basis in something other than religion? How could the Church and its supporters meet the challenges posed by education reform?

Ploughing a Lone Furrow

1986 ◽  
Vol 4 (2) ◽  
pp. 115-119
Author(s):  
Meiriol Meredith-Jones
Keyword(s):  
Base Space ◽  
School Based ◽  
Limited Base ◽  
Set Up ◽  
Out Of School

Given two years to set up a brand new service, £1 per child to finance it, no resource area, very limited base space and no team of assistants in a large, extensive county, there was a choice to make: (a) do I provide a crisis orientated service? or (b) do I create machinery for change? I chose (b) while admittedly responding to (a) too. Having made my choice there were other choices to make: (a) should my work be school based only (b) inset only (c) out of school enrichment only (d) all three. It had to be (d). I called the embryo E.U.R.E.C.A! — extending, understanding, resourcing, enriching the child with ability! It crystallized my aims, it provided the vehicle for change and it grew, is still growing … but what next?

Every Body Active: A Sports Council National Demonstration Project in England

1989 ◽  
Vol 6 (2) ◽  
pp. 100-108 ◽  
Author(s):  
Ian Stafford
Keyword(s):  
Physical Education ◽  
Implementation Phase ◽  
Community Sport ◽  
Research Findings ◽  
Education Act ◽  
Two Phases ◽  
Set Up ◽  
Sport And Recreation ◽  
Mass Participation ◽  
External Community

The 1981 Education Act implies that, in England, provided certain conditions are satisfied, schoolchildren with special needs should be taught in an integrated setting (Advisory Centre for Education, 1981). In 1982 the English Sports Council set up national demonstration projects to promote mass participation in sport throughout all sections of the community. Every Body Active (E.B.A.) is such a project, based at Sunderland Polytechnic, and it focuses on the participation and integration of young people (11–24 years) with physical or sensory disabilities in community sport and recreation and school physical education. The project is divided into two phases. The research phase, initiated in January 1987, ran for a period of 15 months during which data were collected in order to establish needs. Subsequently several schemes were established to be undertaken in the implementation phase, initiated in April 1988. The focus of this paper is the physical education scheme and the research findings that preceded its formation. On the basis of the research phase, a physical education scheme has been implemented that focuses on a special school for pupils with physical disabilities, its physical education program, and links with mainstream schools and external community sport and recreation agencies.

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