Re-Shaping the Policy Landscape in Scottish Education, 2016-20: The Limitations of Structural Reform

Autor/in	Humes, Walter
Titel	Re-Shaping the Policy Landscape in Scottish Education, 2016-20: The Limitations of Structural Reform
Quelle	In: Scottish Educational Review, 52 (2020) 2, (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-9072
Schlagwörter	Foreign Countries; Educational Policy; Parliamentary Procedures; Administrative Organization; Politics of Education; Governance; Networks; Empowerment; Government Role; Educational History; Committees; Governing Boards; Organizations (Groups); Teacher Education; Cooperation; Advisory Committees; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Parlamentarische Anfrage; Parlamentsbeschluss; Educational policy; Education; Financing; Steuerung; Bildung; Erziehung; Finanzierung; History of education; Bildungsgeschichte; Committee; Ausschuss; Governing body; Governing bodies; Leitungsgremium; Lehrerausbildung; Lehrerbildung; Co-operation; Kooperation; Beratungsstelle
Abstract	This paper examines the establishment and operation of a number of new bodies -- variously called councils, boards, collaboratives, groups, forums and panels -- concerned with the development of Scottish education. What were the intentions behind their creation during the period 2016-20? Do they amount to a significant reshaping of the policy community, making it more open and democratic, and representing a genuine re-distribution of power, or are they more concerned with public presentation and political positioning? The paper is based mainly, but not exclusively, on publicly available minutes and related papers produced by the various bodies. These allow for an analysis of their composition and remits, as well as an examination of the substantive issues they have considered. The discussion also takes account of earlier descriptions of the character of the policy community, as well as hopes that the creation of the Scottish Parliament in 1999 would lead to greater transparency and accountability in political decision-making. It is argued that, while the new bodies provide opportunities for some previously marginalised voices to be heard, they demonstrate the continuing potency of familiar forms of bureaucratic management and professional protectionism. The paper also indicates a number of areas where further research would deepen understanding of the politics of Scottish education. (As Provided).
Anmerkungen	Scottish Educational Review. School of Education, University of Edinburgh, Holyrood Road, Edinburgh EH8 8AQ, Scotland, UK. e-mail: ser@stir.ac.uk; Website: http://www.scotedreview.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01